Math 6 DLP - Q1

Lesson 1: Adding and Subtracting Simple Fractions and Mixed Numbers
Without Regrouping
Time Frame: Week 1 – Day 1
I. Objectives: Add and subtract simple fractions and mixed numbers without
regrouping
Values Integration: Cooperation
Prerequisite Concepts/Skills:
✓ Adding and subtracting simple fractions and mixed numbers without
regrouping.
II. Learning Resources

A. Materials: activity cards, fraction kit
B. References: K to 12 Grade 6 Curriculum Guide M6NS-Ia-86 page 141
Lesson Guide in Elementary Math 6 pp.203, 207,212,216,219,223
III. Instructional Procedures

A. Preliminary Activities
1. Drill
Strategy – Game: Pass It On
Mechanics
a. Group the pupils into 4’s
b. Present the fractions on the screen
Directions: Give the LCD of the pair of the fractions.
1 1 2 1
2 and 4 3 and 2
2 1 4 3
3 and 6 5 and 4
3 9 1 1
5 and 10 4 and 6
1 9 2 5
4 and 16 5 and 6
c. The teacher flashes on the screen the fractions; the first pupil
writes his answer on the board, and then goes at the back. The
next pupil waits for the teacher to flash the fraction before he writes
his answer on the board. This procedure continues until everyone
in the group has answered the question. Answers are checked. The
group with the most number of correct answers wins the game.
1
2. Review
Direction: Add/Subtract fractions using Show Me Board
1 3 11
1) 5 + 5 = 3) 16 +
8
16 = 5) 3 71 + 2 72 =
5 6
2) 8 + 8 = 4) 1 62 + 2 56 =
3. Motivation
Mrs. Loida Perez is good at cooking. Every Saturday she
sees to it that she bakes some plain cake and pineapple sponge
cake, she only uses small amount of oil. For the plain cake, she
needs ¼ cup and 3/8 cup for the sponge cake.
B. Developmental Activities
1. Presentation
Activity 1 – Whole Class Discussion/Problem Opener
Materials: strips of papers, tapes, fraction kit
Mechanics:
1. The teacher poses a problem.
1 3
Josie needs 4 cup oil for a plain cake and 8 cup for
pineapple sponge cake. How many cups of oil are needed?
2. Discussion about the problem.
3. Ask pupils to get 2 strips of paper to represent the given data.
Fold 1 strip into 4ths, mark the crease, and write the unit name
on each piece. Cut one piece.
Fold another strip into 8ths, mark the crease, write the unit
name, and cut three parts.
1 3
4. Let pupils compare 4 and 8 as to the number of divisions.
Make some observations.
5. Tape the strips end to end without overlapping.
6. Slide it on the fraction kit, until you find a number of the same
fractions.
7. Guide the pupils to discover that:
1 2
4 is equal to 8
3 3
8 is equal to 8
1 2
hence 4 = 8 . Thus, 3 + 2 = 5 and the denominator 8,
5
therefore the answer is 8 .
8. Discuss the steps in finding the sum.
2
b. Activity 2 – Problem Opener
Materials: fraction kit, strip of paper
Mechanics:
1. Present a problem.
1 1
Josie needs 3 4 cups of flour for the plain cake and 2 3 cups for
the pineapple sponge cake. How many cups of flour does she need in
all?
2. Discussion.
3. Use strips of paper to represent the data.
For 3 41 have 4 strips with all the strips folded into 4ths. Then
1
cut 4 from the 4th strip.
For 2 31 have 3 strips, with all the strips folded into 3rds. From
1
the third strip cut 3 .
4. Ask pupils to fold the fourths and the thirds so that they will have
equal size of sections.
5. Guide the pupils to discover that:
1 1
3 and 4 can be folded into 12ths
1 4 1 3
3 = 12 and 4 = 12
6. Guide them that they can add the fractions by changing them to
1 1
similar fractions. Thus, the LCD of 3 and 4 is 12.
7. Discuss the steps of finding equivalent fractions.
c. Activity 3 – Cooperative Work

Materials: worksheet
Mechanics:
1. Give worksheet to each group.
2. Sample worksheet.
Find the sum.
1 1
a) 3 + 5 =
3 1 1
b) 4 + 8 + 6 =
3
c) 1 24 + 5 +
1
5 =
1 1
d) 3 6 + 5 4 =
3. Discuss the steps
4. What trait did Erwin shows?
3
2. Performing the Activities
Group the pupils into four working teams and have them perform
the task.
Activity 1
Find the sum
a.)1/3 + 1/5 c) 1 2/4 + 3/5 + 1/5

b.)¾ + 1/8 + 1/6 d) 3 1/6 + 5 ¼
Activity 2
Find the sum
a.) 3 1/3 + ½ c) 2 ½ + 3 1/12 +4 ¼

b.) 5 1/12 + 3 1/2 d) 1 1/8 + 2 1/3 + 6 1/6
Activity 3
Find the difference
a.) 7/5 – 1/5 c) 6 ¾ - 6 ½
b.) 6/12 – 2/12 d) ¾ - 1/8
Activity 4
Find the difference.
a.) 7/15 – 1/5 c) 6 ¾ - 6 ½
b.) 6/12 – 2/24 d) ¾ - 1/8
3. Processing the Activities

Instruct the group to post their outputs on the boards
1. How did you find the activity?
2. How did you perform the addition and subtraction of
simple fraction and mixed numbers without regrouping?
4
4. Reinforcing the Concept and Skill
Do addition of fractions along the path according to the arrows until
you get to the end? You should get to the same final answers.
4 1 2
Start +4 +3
3
1 5 1
+2 + 12 +4
1 1
+6 +2 End
2 1 2
Start 5 +2 +4
4 5 3
+ 10 + 10 +5
3 6
+5 +2/3 + 10 End
5
5. Summarizing the Lesson
• To add or subtract similar fractions, add or subtract the numerators nd plce the
sum or difference over the common denominator. Simplify the nswer if
possible.
• To add or subtract mixed numbers, add or subtract the whole numbers first and
then the fractional part.
6. Applying the New and Other Situation

a) What is 6 ½ increased by 2 1/3
b) What is 1/6 added to ½ ?
c) Take 10/25 from 15/10 ?
d) Diminish 20/30 by 10/50
C. Assessment
Find the sum or difference
1) 4/8 – 1/3 4) ½ +5/8
2) 2/5 – 3/10 5) 3 3/8 + 2 1/4
3) 3 7/8 – ½
D. Home Activity
Remediation
1. 1/5 + 2/5
2. 1 1/6 + 1 1/3 + 2 1/9
3. 4/8 – 1/3
4. 2/5 – 3/10
5. 3 7/8 – 1/8
6
Lesson 2: Adding and Subtracting Simple Fractions and Mixed Numbers
with Regrouping
I. Objectives: Add and subtract simple fractions and mixed numbers with
regrouping
Value Integration: Sense of responsibility
Prerequisite Concepts /Skills
✓ Adding and Subtracting simple fractions and mixed numbers with
regrouping

B. References: K to 12 Grade 6 Curriculum Guide M6NS- Ia-86 p. 141
Lesson Guide in Elementary Math 6 pp. 203, 207, 212, 216,
219, 223

A. Preliminary activities
1. Drill – Relay
Mental Computation
Give me two numbers which will make my statement true.
1. My sum is 17, my difference is 1.
Give the simplest form
2. Review
Solve the problem.
1 1
1. Music lesson: 2 hr practice, 3 hr vocalizing. How much time in all?
2 1
2. Recipe: 3 cup milk, 3 cup water. How much liquid?
3. Motivation
1
Migui needs 3 4 metres to make a seat cover for his car. He has
1 3 2
pieces of cloth which measures 4 , 4 , and 4 metres respectively. Do you
think these are enough?
7
1. Presentation
a. Activity 1 – Whole Class Discussion/ Problem Opener
The teacher presents the problem about Migui. Migui has 3 pieces
1 3 2
of cloth which measures 4 , 4 , and 4 metres. How long are the 3
pieces together?
1. Let the pupils get 4 strips of paper of the same width and
length. Let one piece be the basic length.
2. Ask the pupils to fold the strips into fourths. Label the steps:
Strip A – Fold in 4 equal parts, mark the crease, and cut 1 part
Strip B – Fold in 4 equal parts, mark the crease, and cut 3 parts
Strip C – Fold in 4 equal parts, mark the crease, and cut 2 parts
3. Ask pupils to tape the parts side by side without overlapping.
Slide the taped strips of paper to the basic strip. Make
pupils observe the length of the two tape strips in relation to
the basic strip.
4. Guide them to count the total number of fourths. Write the
1 3 2 6
terms on the board thus; +4 = 4 4 + 4
5. How many wholes do you have? (1) How many fourths left?
2 1 3 2 6 2 1
( ) hence, 4 + 4 + 4 = 4 = 1 4 or 1 2
4
6. What part of the fraction did you add? ( only the numerator)
7. Guide the children to state how to add similar fractions in
simple form.
8. Recall the problem about Migui. Are his pieces of cloth
enough?
b. Activity 2 – Problem Opener with the Whole Class

Materials: strips of paper
1) Present a problem.
Ana is a seamstress. Someone ordered a complete set of
beddings. She went to the store to buy the cloth she needed.
1
In one store she bought 3 8 metres, in the second store she
3 5
bought 2 8 metres, and in the 3rd store she bought 1 8 metres.
How many metres of cloth did she buy in all?
Have a short discussion about the problem.
2) Ask the pupils: Into how many parts is each whole divided in
the given problem?
a) First given – 3 wholes and 1 part of eights
b) Second given – 2 wholes and 3 parts of eights
c) Third given – 1 whole and 5 parts of eights
8
3) Fold the parts for every given, put a crease on the divisions, and
let them cut the fractional part. Tape the fractional parts, tell
1 3
them to compare with a whole. They must see that 8 + 8 +
5 9 1
8 = 8 , so it is a whole and 8 .
1 3 5
4) Write the equation: 3 8 + 2 8 + 1 8 =
Add the fractional part 1+ 3 + 5 = 9, how many eights? (9)
Add the wholes 3 + 2 + 1 = 6.
1 3 5 9
Hence: 3 8 + 2 8 + 1 8 = 6 8
Since there is a whole in 98 , change this to mixed number.
9 1 1 1
Thus, 8 = 1 8 so 6 + 1 8 = 7 8 .
So the answer is 7 81 .

Group the pupils into four working teams and have them perform
the task
Activity 1 Working in Groups
Materials: number line, worksheet
1. Let pupils join their learning team
2. Give the group a work sheet
3. Find the sum/ difference. Use the number line to show the
Sum
Group 1
0 1 3
1 1
2 + 4 = 0 1 2 3 4 5 6
2 2 2 2 2 2 2
, , , , , , ,
Group 2
2 3 0 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16
1 4 +1 4 = 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4
, , , , , , , , , , , , , , , , ,
9
Group 3 and 4
0 1 2 3
3 1
5 - 5 =
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
3. Processing the activity

Instruct the group to post their outputs on the board
Ask: How did you find the activity
How did you perform the addition and subtraction of simple
fractions?
4. Reinforcing the Concept and Skills
Find the difference / sum .Reduce the answer to simplest form.

3 7
1. 4 12 - 2 12 =
3 8
2 12 15 - 2 15 =
4 9
3 16 17 - 11 17 =
1 3
4. 1 4 +24
1 4
5. 2 7 + 3 7 + 5 76
3 6 4
6. 4 10 + 5 10 + 10
To add or subtract similar fractions add or subtract the numerators. Place

the sum or difference over the common denominator. Simplify the result of the
fraction when necessary.
10
6. Applying the New and Other Situations
Solve.
3 3
1) Cooking: 4 cup brown sugar and 4 cup white sugar. How many
cups in all?
2 3
2. Mrs. Viray bought 5 4 kilograms of sugar. She used 3 4 kilograms in
making leche flan. How many kilograms of sugar were left?
C. Assessment
Find the sum in simplest form.
13 7 2
1) 2 16 + 1 16 + 5 16
8 7 4
2) 15 + 15 + 2 15
7 5 8
3) 12 + 12 + 4 12
Find the difference

5 8
4) 5 6 -36 =
1 2
5) 43 -33 =
D. Home Activity
A. Solve:
2 3
1. Mrs. Viray bought 5 4 kilograms of sugar. She used 3 4 kilograms
in making leche flan. How many kilograms of sugar were left?
1 2
2. Leo needs to drink 8 2 glasses of water and 2 5 glasses of milk
every day. How much fluid does he need to drink?
A. Complete the blanks by finding the sum of the adjacent fractions.

Final sum should be in lowest terms, if necessary.
7 5
10 4 101 10 3 104
11
Lesson 3: Solving Routine and Non Routine Problems involving Addition of
Fraction Using Appropriate Problem Solving Strategies
I. Objectives :Solve routine and non - routine problems involving addition of

fraction using appropriate problem solving strategies and tools
Value Integration: Cooperation
Prerequisite Concepts/Skills
✓ Solving routine and non- routine problems involving addition
of fraction

B. References: K to 12 Grade 6 Curriculum Guide M6NS-Ia-86, page 141
Lesson Guide in Elementary Math 6 pp. 232 - 237
III. Instructional Procedure

1. Drill
Mental Computation
a. “Song on Fractions” (Tune: Leron Leron Sinta)
A whole, a whole, a whole
Divided into twelve (you can change the number)
1
One part is called .
12
11
You call the rest .
12
b. “Name my Members”
1) Form 4 groups of the same number.
1
(e.g. 3
)
2) Flash a card.
3) Give an addition or subtraction sentence that will give and
1
answer to the fraction 3 .
1 1 1 2 2 1
   
6 6 3 12 12 3
1 2 1 2 1 1
   
9 9 3 3 3 3
4) Pupil 1 of each group goes to the board, writes his answer, taps
the next pupil, and then stands at the back. The process
continues until all members of each team gives his answer.
5) Four pupils act as checkers. They check the work of each
group. The group with the most correct answers wins.
12
2. Review
a) What do you add or subtract to the input to get an output? Follow the
rule to find the output.
1
Rule: Add 4
Input Output
2
2
5
1
2
2
1
5
2
3. Motivation
What do you usually do during your free time? (Wait for some
responses.) I have here some story problems about how some children
spend their free time.
1. Presentation
a) Activity 1 – Whole Class Activity
Problem Situation:
3
1) Antonio spent hour changing the tires of his bicycle. Then
10
he spent 1 hour pumping air into the tires. How many hours did
5
he spend fixing his bicycle?
a) Who fixed his bicycle? How did he spend his free time?
b) What facts are needed to solve the problem?
c) What will you solve for?
d) How do you find the answer?
e) Represent the data.
f) Solve for the answer.
g) Do you think your answer is sensible? Why?
13
The learning team works as one.
1) The teacher writes several problems on an index card or
coupon bond.
2) Each group will get a card. The teacher gives a time limit for
each set of problems to be solved.
3) After the time allotment, the group passes the activity card to
another team. The process continues until all teams have
answered all the set of cards.
Group 1
1 3
Luis rode his bicycle 2 km to school, 4 km to a ball field,
7
and 10 km home. How far did he ride in all?
• Understand / Plan
Know what is asked
Know the given facts
• Solve
• Check and look back
Group 2
1 4
Nadia prepared 4 3 litres of buko juice and 4 5 litres of
calamansi juice to sell one Saturday. How many litres of juice did
she prepare? How much more calamansi juice did she prepare
than buko juice?
Know what is asked
• Solve
Group 3
5
Mr. Solis needs 12 6 metres of wire to make a pen for his
1
ducks and 10 4 metres of wire for his roosters. How many metres
of wire does he need in all? Which need more wire, the pen for the
duck or for the roosters? By how many metres?
Know what is asked
• Solve
14
Group 4
A group of girl scouts joined a hiking trip. They hiked for
2 21 hours, then rode a banca for 3
4
hour, hiked again for 1 51
hours, and finally reached their destination.

Know what is asked
• Solve
3. Processing the Activity
• Let the groups present their outputs.

• Encourage the children to share how they felt doing the activity
How did you solve the problem?
What are the steps in solving problems?
Expected answers
We used the 4 – step plan in solving the problem
o Plan
o Solve
o Check
o Look back

A. Study the table.
Ingredients for a Pastry Recipe
3
2 31 cups flour 4 cup grated cheese
1
2 cup minced raisins 1 egg
1
cup chopped nuts 1 cup of milk
3
Answer the questions:
1) What is the total amount of ingredients?

2) What ingredient is the least in amount needed?
15
2. Summarizing the lesson
We use the 4 – step plan in solving the problem

o Plan
o Solve
o Check
o Look back
6. Applying to New and Other Situations
Solve the problems. Be sure to tell why you think your answer is logical.
1. Luisa ate 2 21 guavas and Eduardo ate 1 41 guavas. How many guavas
in all were eaten?
2. Chamie wants to cover the shelves of her CD and cassette holder.
3
She measured the length as follows: CD holder is 4 metre and the
3
cassette holder is 5 metre. What is the total length?
C. Assessment
Solve the following:

1. Margie is baking some rice cake . She needs 5 41 cups of flour. She
has 1 21 cups in her jar. How much flour does she need to buy?
2. She also needs 3 41 cups of milk and 1 21 cups of honey? What is the
total amount of liquid she needs ?
D. Home Activity
Remediation
Direction: Analyze and Solve
4 1
1) Linda bought 5 kg of lanzones and 2 kg of atis. How many kilograms
of fruits did she buy?
2 3
2) Mrs. Lamoste used 3 m of Indian head cloth and 4 m tetoron for a
costume. How long was the fabric she used?
16
Lesson 4: Solving Routine and Non – Routine Problems involving
Subtraction of Fraction using Appropriate Problem Strategies and Tools
Time Frame: Week 1 –Day 4
I. Objective: Solve routine and non - routine problems involving subtraction

of fraction using appropriate problem strategies and tools.
Values Integration: Time management
Prerequisite Skills:
✓ Steps in solving word problem
✓ Basic subtraction facts
✓ Subtracting simple fraction and mixed number without and
with regrouping

A. Materials: activity card, power point presentation ,flash card , chart
B. Reference: K to 12 Curriculum Guide – M6NS-Ia-87.3
Lesson Guide in Elementary Mathematics 6
Mathematics for Everyday Use 6

1. Drill
Complete the magic box
¾
- + 1/8 - -
1/3 3 1/4
2. Review
Group the pupils into three working groups and give them the
task card. Let them answer the questions.
Group 1
Nice knew the length of the ribbon used in her project in Arts. She
wanted to find out the length of the ribbon left? What will you do?
Arrange the jumbled letters and paste it on the board
T-C-A-R-T-B-U-S
17
Group 2
The needed information to solve the problem are kg of pork
kg of chicken.
Arrange the jumbled letters

E- G –N – V- I
Group 3
Manang gathered some kilograms of camote to make
camote cue.She gathered 15 ¾ kilograms. She used 9 ¼ for
the camote cue.How many kilograms of camote were left?
Arrange the jumbled letters to form words needed to solve the

problem.
N – T - C – E – E - S -N – E R- U – M – E –B - N
3. Motivation
What do you usually do during your free time? Is it
important to use our free time wisely? Why?
1. Presentation
Problem A
Brgy Captain Tristan Tejada spend his free time in playing
basketball. Each day he spend 3/4 hour. When a visitor came he had already 1/4
hour. To complete his schedule how much larger does he need to play?
What is asked in the problem?
What are the given facts?
What is the operation to be used?
What is the mathematical sentence?
What is the complete answer?
Problem B
The Girl Scout were assigned to lant seedlings in the deforested
area stretching about ¾ kilometer. At the end of the day they finished
planting along ½ kilometer stretch. What part of the forested area
remained to be planted with seedlings?
Strategy by Drawing Method

What is the answer to the equation?
How did you get your answer?
18
How will you draw the solution?
2. Performing Activities
Group the pupils in 4 working teams. Ask the groups to work as a team in
solving the answer to the problem. Given enough time to perform the task.
Expected solution to the problems
Solution to Problem A. Using the 4 Step Plan
Understand: Know what is asked: The number of hour he
need to play basketball.
Plan: Determine the operation to be used: Subtraction
Write the number sentence

3/4 - 1/3 = N
Solve: Show your solution
3 /4 dissimilar fraction 3 / 4 = 9/12 similar fraction

- 1/3 - 1 / 3 = 4/12
5 /12
Check and Look Back:

After all group have finished solving the problem, ask them
to put their out put on the board an let them explain their solution.
Solution to Problem B:
Area to be planted 3/4
Area planted 2/4
Remaining area to be planted 1/ 4

After all group have presented their output, ask these questions
➢ How did you find the activity?
➢ Which of two problem is easier to solve?
➢ In which problem did you enjoy solving/ Why?
19
➢ What operation we used to solve it?
➢ What is tour number sentence? What is the final answer?
What about problem B?

How were you able to solve it?
Do you have number sentence to solve it?
Did you work your groups cooperatively?
When you solve the problem easily how did you feel?
The first problem is an example of the routine problem.
Routine problem concerns problem that are useful for daily living (in
the present or future)
The second problem is an example of the non-routine problem
Non routine problem solving is mostly concerned with developing pupils
mathematical reasoning power and fostering the understanding that mathematics
is creative endeavour.
The kind of problem helps the teachers to motivate and challenge the
pupils. Some strategies used in this kind of problem are Acting/ Listing/Table
Method/ Guess and Check, Drawing / Diagram, Number\Line Model, Using
Pattern, Working Backwards, etc.
4. Reinforcing the Concept Skill
Group the pupils into 3 working team. Let them work cooperatively .
Group 1
Solve the problem
Dianne gets 4 ¾ kilos of meat from the refrigerator
She cooked 2 1 /2 kilos of meat. How many kilos of
meat left from the refrigerator?
Group 2
Solve the problem ( by Drawing Method )
Jericho ate 3 / 8 slices of pizza out of 1 whole
pizza. What part of the pizza were left?
Group 3
Solve the problem
Nicole bought 6 3 /4 kg of ripe mangoes. She
gave 3 ¾ to her grandmother. How many kilograms
of mangoes were left?
20
To solve routine and non-routine word problems involving

subtraction of fraction using appropriate problem solving strategies and tools.
Follow these steps:
Understand
Know what is asked
Plan
Determine the operation to be used
Solve
Used the operation to solve
Check and Look Back

Write the correct answer
Non routine problems ca be solved without a standard procedure.

They can be solved by drawing a picture, using a number line, acting out,
making a table and others.
6. Applying to a New and Other Situations
Solve the problems
1. Mayor Beverly Dimacuha went to the grocery store to buy 4 kg of

lanzones. She gave 2 kg to her mother. How many kg of
lanzones were left to her?
2. Father gave Onyok 3 pizza. Onyok gave 1 of it to Brian. What part
of the of the pizza remains?
C. Assessment
Solve the problems

1. Kaye Ann bought metres of cloth. She used of metre for her
project. How many metres of cloth did she have left?
2. Mother had cakes. She gave 3 of one cake to Kuya Cardo.
How many cakes did she left?
21
3. Loida finish sewing a bag in hours. Edna do the same task in only
hours. How much faster can Edna sew?
4. Neshea finished her Math test in minutes. Kritel finished in
minutes. How minutes ahead was Neshea?
D. Home Activity
Remediation
Write the mathematical sentence, then solve the problem.
1. Kimberly helped her mother to prepare breakfast. Mother brought kg of

fish. Kimberly got kg which she gave to her grandmother. How many
kilograms of fish were left?
2. Aviene took hours in doing her project in Mathematics and doing her
project in Filipino. If she spent hours in Filipino .How many hours she
spend in Mathematics?
Enrichment
Solve the problem
1. Two group of girls’ demonstrated table setting for dinner one group
finished in the other group finished in minutes while the other group
finished minutes. How much faster did one group work than the other?
22
Lesson 5: Creating Problems Involving Addition and Subtraction of
Fractions
I. Objectives: Create problems (with reasonable answers) involving addition and

subtraction of fractions.
Values Integration: Keep oneself healthy
Prerequisite Concepts and Skills
✓ Basic addition and subtraction facts
✓ Addition and Subtraction of fraction
✓ Steps in solving problem

A. Materials: Flash card , Activity cards
B. Reference: K to 12 Curriculum Guide M6NS-Ia-88.3

1. Drill
Have drill in solving problems involving addition and subtraction of fraction.
Provide problems for the learner
a. Luis had meter of wood for the frame that he is doing. He was
given meter more. How many meter of wood does he have now?
b. Angelica needs kg of chicken for her recipe in EPP subject. She
already has kg. How many more kg does she need?
2. Review
Review problem solving steps and strategies. Ask the learners what
they understand about the following guide question to problem solving.
UNDERSTAND
PLAN
SOLVE
CHECK AND LOOK BACK
3. Motivation
Who among you eat fruits? What fruits do you usually eat?
What health benefits we get from fruits?
23
1. Presentation
Cyryl and Cyrus bought kg of banana,

Cyrus bought kg of guava
Aura brought kg atis and she gave kg to

her sister.
Based on the given data how will you create problems involving addition
and subtraction of fraction? How were you able to solve the answer?
2. Performing Activities
Group the pupils into four. Let the group work collaboratively on Station
1 for group I, Station 2 for group 2 and station 3 for group 3 and Station
4 for group 4.Let them present their output
Example Solution:
Cyryl and Cyrus went to market. Cyryl bought kg of banana while

Cyrus bought kg of guava. How many kg of fruits did they buy in all?
Answer and solution

+ =n
n=
Aura went to Batangas brought kg of atis and she gave

kg to her friend. How many kilograms of atis were left to her?
Answer and solution

dissimilar fraction = similar fraction
4 1/2 =

After all the groups have presented, how did you find activity?
How did you create problems involving addition and subtraction
of fractions?
24
Expected Answers
We familiarized ourselves with the concept of addition and subtraction of
fractions.
We thought of the problem we want to create (consider the character, cite
situation/setting, data presented word problem to be created and the key
question)
We read sample problems and studied their solutions.

Use the data below to create a one –step word problem
involving addition and subtraction of fraction.
Name Fruits they sold Quantity Unit

Bea Avocado kg
Ruby Papaya kg
Name Foods they bought Quantity Unit

Baste Hotdog kg
Ryza Fishball kg
To create word problem involving addition and subtraction of fraction.
Familiarize yourself with the concept

Think of the problem you want to create
a. Consider the character, cite the situation, setting data
presented, word problem to be created and the key
question.
b. Ensure that the word problem is clearly stated and
practical.
Read sample problems and study the solution.
25
Using the data below create a problem for each of the following
1. One step word problem involving addition of fraction.
2. One step word problem involving subtraction of fractions
Vegetable
Name Quantity Unit
gathered
kg
Pia Eggplant
Maine Sitaw kg
Pauleen Ampalaya kg
C. Assessment
Create a word problem using the following information involving addition
and subtraction of fractions.
Name Ingredients Quantity Unit

Bea powdered milk kg
Maine sugar kg
Ruby cake flour kg
D. Home Activity
Remediation
Create a word problem based on the situation below.
Given: kg pancit bihon
kg pancit canton
Asked: number of kg of pancit
Problem: ___________________________
26
Lesson 6: Multiplies simple fractions and mixed forms
Time Frame: Week 2 - Day 1
I. Objective: Multiplies simple fraction by another fraction

Value Integration: Concern to one’s health
Prerequisite skills:
✓ Basic multiplication skills
✓ Reducing fractions to lowest terms

A. Materials: activity cards, charts, real objects, flash cards (Teacher),
Show me board, white board marker, eraser, activity board
(Pupils)
B. References: K to 12 Grade 6 Curriculum – M6NS – Ib – 90.2
Elementary Mathematics Towards Excellence pp.240 -241
New Challenges in Math 6 a Worktext in Math p.199
Lesson Guide in Mathematics 6 pp. 250 – 253

1. Drill
a. The teacher conducts a game. Two groups are formed with 10
members each. They are instructed to fall in line. At a signal, the
first pupil in line runs and touch the handkerchief the teacher is
holding. The first one to do it picks a card on the table containing
multiplication fact and answers it. If he gives correct answer he gets
a point for the group. The game continues until the last card has
been picked.
Multiplication facts
8x8 9x8 6x7 8x10 4x12 5x9 13x3 6x8
b. Reduce the fractions to lowest term.

Use your show me board.
6/12 16/24 5/15 15/20 50/100 14/28
2. Motivation
Show bunch of mangoes.
Guide Questions:
1. Who among you love to eat mango?
2. What nutritional value do we get from mango?
27
3. What kind of food will you eat if you want to be healthy?
4. Where do we find mango plantations here in Batangas?
B .Developmental Activities
1. Presentation
Vice Mayor Jun Berberabe has mango plantation in Pallocan East. His
men harvested metric ton of mangoes, one-third ( ) of the mangoes were
Kinalabaw. What part of the mangoes were Kinalabaw?
Note: 1 metric ton = 1000 kilogram
Guide Questions:
1. Who has mango plantation?
2. Where is it located?
3. How many metric tons of mangoes were harvested by his men?
4. What is asked in the problem?
5. What are the given data?
6. What will you do to solve the problem?
7. What is the numerical expression for the problem?
(Teacher discusses the process of multiplying simple fractions. Teach also the
pupils to use cancellation to make multiplication easy).
x =
Group activity (Each group will be given a task card.)
Group I
Task: Multiply the following. Reduce the answer to lowest term.
1. x x = 3. x = 5. x =
2. . x x = 4. x =
Group II
Task: Multiply the following using cancellation. Reduce the
answer to lowest term.
1. x = 3. x = 5. x =
2. x = 4. x =
28
Group III
Task: Read, analyze and solve the problem
Aljie has meter of silk cloth. of it is covered with flowers.
What part of the silk cloth has flowers?
3 .Processing Activities
The pupils will present their work and discuss it in class. The
teacher will check the work of the pupils.

Follow the rule to find each missing number. Reduce each answer
to lowest terms.
Rule: The output is of the input.
Input Output
1.
2.
3.
4.
5.
(See more exercises in Learning Materials.)
To multiply simple fraction by another fraction, first multiply the

numerators. Then multiply the denominators. Write the answer in
lowest term whenever possible.
Ex: = = or
29
Solve the problem.
1.) Boyet has P500 given by his mother. He used of it in buying school
supplies, of it in his favorite toy and saved the rest. How much was
saved?
2.) Maylene has 12 flowers, of them are red. Margarita has 18 flowers and
of them are red. Which of the two girls has more red flowers and by how
many?
How do you multiply simple fractions?

• To multiply simple fractions, first multiply the numerators. Then multiply
the denominators.
Write the answers in the lowest terms whenever possible.
Ex: = = or
C. Assessment
Multiply the following. Choose the Answer in column B. Write only
the letter of the correct answer.
A. B.
1. a.
2. b.
3. c.
4. d.
5. e.
30
D. Home Activity
Remediation
Find the product of the following. Write each answer in lowest term.
1. 4.
2. 5.
3.
Enrichment
1. Angie covered of the bulletin board with white paper. Then she
made a Math poster on of the white paper. What part of the board was
covered by the poster?
2. In Jose C. Pastor Memorial Elementary School, of the class in
Grade VI are boys. Of those boys are on the honor roll. What fraction of
the boys in Grade VI is on the honor roll?
31
Lesson 7: Multiplying Simple Fractions and Mixed Numbers
Time Frame: Week 2 - Day 2
I. Objective: Multiply simple fraction and mixed number.

Value Integration: Hardwork
✓ Reducing fractions to lowest term
✓ Multiplying fractions through the use of cancellation
✓ Changing mixed fraction to improper fraction.

A. Materials: activity cards, charts, real object (teacher), show me board,
white board marker, eraser, activity board(pupils)
B. References: K to 12 Curriculum – M6NS – Ib – 90.2
Lesson Guide in Mathematics 6 pp.250 – 253
Elementary Mathematics towards Excellence pp. 159
160, 240 – 241
New Challenges in Math a Worktext p.199
III. Instructional Procedure:

1. Drill
The teacher will conduct a game. (Pick my Flowers)
Ask some volunteers to pick flowers. Let them solve the exercise
written in it.
a. Reduce the fractions to lowest term
b. Change these mixed numbers to improper fraction. Use your Show me

Board.
1 2 7 6 4 3
c. Multiply these fractions using cancellation method .Use your Show Me

Board.
x x x
x x x x
32
2. Review
Directions: Solve the puzzle by selecting the letters of the
corresponding numbers. Multiply the fractions. Reduce the answer
to lowest term if necessary.
Puzzle:
1E 2 E 3 4BL5 G 6 R 7 EN
A= x V= x E= x T= x
G= x A= x D= x
3. Motivation
Guide Questions:
1. What word do we get?
2. Who has a vegetable garden at home? What do you plant?
3. What do you do with your harvest?
1. Presentation
Anselmo harvested 7 kilograms of Pechay from his
vegetable garden. He sold of it in the market and the rest in the

neighbourhood. How many kilograms were sold in the market?
Guide Questions:
1. Who harvested Pechay?
2. What did he do with the Pechay he harvested?
3. What can you say about Anselmo?
4. Does he work hard to earn?
5. If you have free time, what should you do?
6. Do you want to imitate Anselmo? Why?
Discuss and analyze the problem

8. What are the given data?
9. What will you do to solve the problem?
33
Group the children into three working teams. Ask the groups to work
cooperatively in finding the answer to the problem. Give them enough
time to perform the task.
Group I – Weigh Me
1. Weigh the Pechay in the weighing scale.
2. Show 7 ½ kgs in the weighing scale.
3. Separate 3/5 part of it.
4. Find out what part of Pechay was sold by Anselmo.
Group 2 – Illustrate Me
1. Draw a basin filled with 7 ½ kgs of Pechay.
2. Illustrate the part of Pechay sold by Anselmo.
3. Show your solution.
Group 3 – Solve Me
1. Write the numerical expression mentioned in the
problem.
2. Show the equation.
3. Solve it.
4. Simplify the answer if necessary

3. Processing Activities
teacher will discuss the problem and model the solution
( )
What is the equation?
34
How do you multiply mixed numbers?
*To Multiply Mixed numbers
a.) Write each mixed number as an improper fraction
x
b.) Find the GCF of a numerator and denominator.
5 is the GCF of 5 and 15
c.) Divide both the numerator and denominator.
x = x
d.) Multiply the new numerators and denominators

Solution:
x
e.) Change the answer to its simplest form.
Divide 9 by 2. The answer will be 4 ½.
So 4 ½ kgs of pechay were sold in the market by Anselmo.

A. Group Activity: Activity cards will be given at a time. Using their
activity board they will answer the equation being flashed by
the teacher. Have them answer the equation in one minute.
The first one to answer gains a point.
.
1.) 6 2.) 4 3). 4
4.) 8 5.) 3 6.) 1/2 x 4 ½
x4½
7.) 8.) 9.) 2 x
x4
B. Group Activity
Find the product of the following. Use cancellation when
necessary.
Group 1
1. x 2. 2 x 3. 1 x
35
Group 2
1. x6 2. x3 3. x5
Group 3
1. 4 x 2. 6 x 3. 3

Guide the pupils to give the following generalization by asking:
How do you multiply mixed numbers?
Fill in the ladder with the steps.
Write each mixed number as improper fraction.

Reduce the answer to each simplest form if needed.
Divide both the numerators and the denominators.
Find the GCF of the numerators and the denominators.
Multiply the new numerators and denominators.
6. Applying New and Other Situations

Solve the problems.
1. Fely picked 4 bags of guavas at the farm. Each bag weighed 2
kilograms. How many kilograms of guavas did Fely picked?
2. Baby wrapped 7 3/4 boxes of candies. Each box weighed 21/4 kilos.
How many kilos of candies did she wrap?
36
C. Assessment
Multiply the following. Reduce the product in its simple
1.3 4. 5 ½ x 10 ½
2. 4 5. 1 ½ x 8 2/3
3. 7 ¾ x 1 2/3
D. Home Activity
Remediation
Find the product.
1.1 ½ x 2 2/3 2. 5 2/3 x 3 1/6 3. 3 ¼ x 4 8/11
4. 5 ½ x 2 4/5 5.6 2/3 x 1 3/8
Enrichment
1. Find the area of a room 5 ½ m by 4 2/3 m.
2. A jeep can travel 2 1/8 km one way. If it made its way 5 ½ times, how
long did the jeep travel?
37
Lesson 8: Solving Routine or Non-Routine Problems Involving
Multiplication without Addition or Subtraction of Fractions and Mixed
Fractions Using Appropriate Problem Solving Strategies and Tools
I. Objective: Solve routine or non-routine problems involving multiplication

without addition or subtraction of fractions and mixed fractions using appropriate
problem solving strategies and tools
Values Integration: Healthy lifestyle
✓ Mastery of the multiplication facts
✓ Multiplying fractions
✓ Changing Fractions to lowest term

A. Materials: drill cards, coupon bonds, activity card
B. References: K to 12 Curriculum Guide M6NS - Ib - 92.2
Lesson Guide in Math 6 - pp. 262-265
Math and Me, p. 121
Mathematics for Everyday Use 6, pp. 105 – 117

1. Drill
The class will sing a math song while passing a box with drill cards
on multiplication of fractions. When the song stops, the one who is holding
the box will get a card and answer it. The game continues until all
questions are answered.
2. Review
Problems are written on strips of cartolina. Read it then try to
answer the question.
1. Find the area of a room 51/2 m by 4 1/4 m. What are the given?
2. Chamie’s mother is knitting a sweater. She knits 3 1/2 rows each
hour. How many rows will she knit in 43/4 hours?
3. Ana found 4/5 of a pie in the refrigerator. He ate 1/2 of it. What
fraction of the whole pie did she eat? What is the operation to be
used to solve the problem?
3. Motivation
What is the importance of eating vegetables?
What may happen to us if we don’t eat vegetables?
38
1. Presentation
Problem A
Sir Efren harvested 10 1/2 kilograms of eggplant from the

school’s vegetable garden. 3/4 of it were used in the school’s feeding
program. How many kilograms were used in the school’s feeding
program?
Guide Questions:
2. What are the given facts?
3. What is the word clue?
4. What is the operation to be used?
5. What is the mathematical sentence for the problem?
6. What do you think is the answer?
2. Performing the Activity

Group the pupils into 4. Ask the groups to work as a team in
solving the problems. Use the 4 - Step Plan
Understand. Know what is asked
Know the given facts.
Plan. Determine the operation to be used.
Solve. Show the solution.
Group I. Mrs. Lopez completed her job in 4 1/5 weeks. How many days is
that?
Group II. Katrina can make 3 2/3 dozens of yema for every can of
condensed mil. How many pieces of yema can she make out of 12 cans of
condensed milk?
Group III. A rectangular lot is 10 1/3 m by 8 1/4 meters? What is the area
of the lot?
Group IV. Kuya Lando had 15 1/2 meters of wire. He used 2/5 of this to
fence his garden. How many meters of wire did he use?

After all the groups have presented their answers, ask these
questions.
2. How were you able to find the answer to the problem?
3. In how many ways were you able to arrive at the answer?
39
A. Class Activity
Read, analyze and solve the problems.
1. A tank is filled up with 5/6 liters of gasoline. If 2/5 of it was used in the
morning, what part of the gasoline was used used?
2. Grace had a plastic cover 4 1/2 meters long. She used 1/5 of it to
cover her books. What part of the plastic cover was used?
B. Group Activity
Divide the class into 4.
Solve the following problems using the 4-step plan.
1. For 60 minute dance rehearsal, 2/6 of it was used for blocking. How
many minutes did the blocking last?
2. A plumber repaired the faucet for 2 1/4 hours. He spent 1/3 of the time
loosening and tightening the bolts and knots. How many hours did he
use in working with the screws?
3. What is the floor area of a room 6 1/4 meters long and 4 2/5 meters
wide?

multiplication without addition or subtraction of fractions and whole
numbers using appropriate problem solving strategies and tools, follow
these steps.
1. Understand
2. Plan
3. Solve
4. Check and look back
Non - routine problems can be solved without a standard
procedure. They can be solved using a number line, acting out, making
a table and others.

Ask the pupils to answer problems 1 and 2 under Apply Your Skills,
LM Math Grade 6.
C. Assessment
Read, analyze and solve the following problems.
1. Clarissa has 5/6 of cake left after her party. If she gives 3/4 of the
remaining cake to her cousins, what part of the whole cake will she give away?
2. Mang Teban can plow his 4/5 hectare farm in an hour. If he would be
able to plow for only 1/2 hour, what part of the farm would he able to plow?
3. Fely picked 4 1/2 bags of guava at the farm. Each bag weighed 2 1/2
kilograms. How many kilograms of guavas did Fely pick?
40
4. For each day of the week, Joy spends 2 2/4 hours helping in the family
store. How many hours does she work in a week?
5. Kuya Lando drives his car at speed of 55 1/2 kilometres per hour. At
this rate how far can he travel in 3/4 of an hour?
D. Home Activity
Remediation
Write the mathematical sentence then solve.
1. Luisa bought five packages of sugar. If each package weighed 1 1/2
kilograms, how many kilograms of sugar did she buy?
2. Mother cooked 1/2 of the 1 3/4 kilograms of beef? How many kilograms of
beef did she cook?
3. Mother used 1 1/8 teaspoons of salt for every kilogram of pork. How many
teaspoons of salt will she use for 2 2/3 kilograms of ground pork?
Enrichment
Read, analyze and solve the problems.
1. Mother had 2 1/4 cakes. She gave 1/3 of these to her children. How
much cake was left?
2. At 2 3/4 kilometers per hour, how far can a boy scout hike in 3 1/2
hours?
41
Lesson 9: Solving Routine or Non-Routine Problems Involving
Multiplication With Addition or Subtraction of Fractions and Mixed
Fractions Using Appropriate Problem Solving Strategies and Tools
I. Objective: Solve routine or non-routine problems involving multiplication with

addition or subtraction of fractions and mixed fractions using appropriate problem
solving strategies and tools
Values Integration: Healthy lifestyle
✓ Adding and subtracting fractions
✓ Changing Fractions to lowest term

A. Materials: drill cards, coupon bonds, activity card
B. References: K to 12 Curriculum Guide M6NS - Ib - 92.2
Lesson Guide in Math 6 - pp. 262-265
Math and me 6, p. 121
Mathematics for Everyday Use 6

1. Drill (Working With Partner)
Ask the pupils to find a partner. Do the following.
✓ Choose a 3-digit even number
✓ Multiply by 1/2
✓ Add 15
✓ Multiply by 10
✓ Subtract 17
✓ Subtract your number
✓ What’s your final answer?
✓ What did you discover with the answer?
2. Review
Read, and analyze the problems. Give the operations to be used in
solving it.
1. There are 19 boys in section 1 and 23 boys in section 2. If 1/3 of them
are boy scouts, how many are boy scouts?
2. On a boat, 1/5 took first class, 3/8 had second class and the rest
travelled third class. If 400 passengers were in the boat, how many took the
third class?
42
3. Motivation
Describe the picture. What is your favourite fruit?
1. Presentation
Problem A
Mrs. Dimacuha believed that fruits are good for the body that’s why she
included it in her weekly budget. One Saturday, she buys 1 1/2 kilos of mango at
Php 120 a kilo, 2 3/4 kilos of banana at Php a kilo and 1 1/4 kilos of chico at Php
a kilo. How much did she spend for fruits?

Group the pupils into 4. Ask the groups to answer the problem following
the 4 - step plan.
Understand. Know what is asked and given facts.
Plan. Determine the operation to be used and write the number sentence.
Solve. Show your solution.
Check and look back.

Guide Questions:
a. How did you find the activity?
b. How were you able to find the answer to the problem?
c. How many operations did we use?

A. Class Activity
Read, analyze and solve the problem.

1. A class has 48 pupils. If 2/3 of the class are boys, how many are girls?
2. Marrieta bought 2 1/2 kilograms of lanzones at Php 75 a kilo. How

much change will she receive from her five hundred peso bill?
43
B. Group Activity
Divide the class into 4 groups.
Read, analyze and solve the problem using the 4 - step plan.
1. Of the 42 guavas a basket, 5/6 were given away. How many guavas
were given away?
2. Annie has 15 old dresses. If she gave 2/3 of them to the poor, how
many old dresses would be left?
3. There are19 girls in section 1 and 23 girls in section 2. If 1/3 of them
are girls scouts, how many are girl scouts?
4. A store has 84 blouses of three sizes. If 1/3 are small sized, 1/4 are
medium sized and the rest are large sized, how many blouses are
large sized?

multiplication without addition or subtraction of fractions and whole
numbers using appropriate problem solving strategies and tools, follow
these steps.
1. Understand
2. Plan
3. Solve
4. Check and look back
Non - routine problems can be solved without a standard procedure.
They can be solved using a number line, acting out, making a table and
others.
6. Applying to Ne w and Other Situations

Read and sole the problems.
1. Rialyn has 64 stamps. Lilian has 1 1/2 times as many as Rialyn.
Ely has 3/4 as many as Lilian. How many stamps do the girls
have altogether?
2. Mary bought 4 1/2 meters of cloth at Php 40 a meter. Mow much change
did she receive from two hundred pesos?
C. Assessment
Read and solve the following problems.
1. Bananas are for sale at Php55 a kilogram and mangoes at P110 a
kilogram. How much will you pay if you are to buy 10 1/2 kilograms of
banana and 5 1/2 kilograms of mangoes?
2. On a boat, 1/5 took first class, 3/8 has second class and the rest travelled
third class. If 400 passengers were in the boat, how many people took the
third class?
44
3. Eliseo works in a flower farm 6 hours a day. He spends 2 1/2 hours for
watering plants. 1 1/2 hours for cutting weeds and the rest for potting new
seedlings. How many hours in 6 days does he spend in potting new
seedlings?
D. Home Activity
Remediation
Read and solve the problems.
1. A vendor has 108 balloons. He sold 1/2 of them in the morning and 1/3 of
the remaining in the afternoon. How many balloons were sold? How
many balloons were unsold?
2. A class has 51 pupils. 1/3 of them are absent during a rainy day. How
many were present?
Enrichment
Read and solve the problem.
1. Out of the 10 3/4 meters of cloth a salesman had in his store, he was
able to sell 3/5 of it one day. The average price of cloth is Php 65. How much
was his gross sales that day? Of the remaining cloth he has to sell, how
much does he expect to learn?
45
Lesson 10: Creating Problems Involving Multiplication Without or With
Addition or Subtraction of Fractions and Mixed Numbers
I. Objective: Create problems involving multiplication without or with addition or

subtraction of fraction and mixed fractions.
Value Integration: Cooperation
✓ Changing fractions to lowest term

A. Materials: drill cards, activity cards
B. References: K to 12 Grade 6 Curriculum Guide, MNS - Ib - 93.2
Lesson Guide In Math 6,
Mathematics for Everyday Use, pp. 258 – 261

1. Drill
Have a drill on addition, subtraction and multiplication of fractions.
1/ 4 + 3/4 + 1+4 =
5x¾=
3/8 + 1/8 + 5/8 =
2 x 2/3 =
5 - 1 1/4 =
6x¾=
2. Review
Review problem - solving steps and strategies.
Understand, Plan, Solve, Check and Look Back
3. Motivation
What are the vegetables found in our school garden?
Why is it important to eat vegetables?
46
1. Presentation
The table shows the number of kilograms of vegetables harvested
by pupils in the school garden.
Vegetables Number of Kilos Amount/per kilo

Grade I pechay 25 1/4 Php 12
Grade II tomato 10 1/2 Php 25
Grade III calamansi 7 3/4 Php 45
Grade IV eggplant 15 1/2 Php 35
Based on the table presented, how will you create word problems
involving multiplication without or with addition of fractions and mixed
numbers?

Group the pupils into 3. Let the group work collaboratively on
station 1 for group 1, station 2 for group 2 and station 3 for group 3. Be
ready to present your output.
Station 1 - Multiplication of Fractions

Directions: Based on the table presented, create a problem involving
multiplication of fractions.
Station 2 - Multiplication and Addition

Directions: Using the data above, create a word problem involving
multiplication and addition of fractions.
Station 3 - Multiplication and Subtraction

Directions: Create a word problem involving multiplication and subtraction
of fractions.
Sample Problem
Station 1
Grade I parents maintained a vegetable garden at the back of their room.
They harvested the full grown pechay and was able to harvest 25 1/4
kilos. If they sell it for Php 12 a kilo, how much would be their earnings?
Station 2
Grade II and Grade III harvested vegetables from their garden. Grade II
harvested 10 1/2 kilos of tomato and sell it at Php 25 per kilo. Grade III
harvested 7 3/4 kilograms of calamansi and sell it for Php 45 a kilogram.
How much is the combined sales of Grade II and Grade III?
47
Station 3
Grade I harvested 25 1/4 kilograms of pechay and sell it at Php 12 a kilo
while Grade Iv harvested 15 1/2 kilograms of eggplant and sell it at Php 35 per
kilogram. Who earned more? By how much?

How did you find the activity?
What helped you to create word problems?

Use the data below to create two-step word problem involving addition,
subtraction or multiplication of fractions.
Dimension of the Room

L = 10 1/3 m
W = 8 1/4 m
Amount of linoleum (per square meter) = Php 65
Php 1 000
✓ To create word problems involving addition, subtraction and

multiplication of fractions do the following.
a. Familiarize yourself with the concept.
b. Think of the problem you want to create.
1. Consider the character, cite the situation/setting, data presented
word problem to be created and the key question.
2. Ensure that the word is clearly stated and practical
C. Read some sample problems and study their solutions.
✓ To solve non-routine problems, read and analyze the problems. Tell

what is asked and what are the given. Use other strategies like act out
the problem, listing/ table method, guess and test, drawing/making a
diagram, using patterns, working backwards.

Use the data below to create a two - step word problem involving
multiplication with addition or subtraction of fractions and mixed forms.
4 1/2 meters of cloth

Php 95 - cost of one meter
Php 1 000
48
C. Assessment
Using the data below, create word problems involving multiplication
with addition or subtraction of fractions and mixed forms.
Meters of Ribbon Used by

Number of Pupils
each Pupil
Kinder - Pink 32 1 1/2
Kinder - Blue 28 3/4
Kinder - Violet 35 1 1/4
D. Home Activity
Remediation
Using the data below, create a two-step word problem involving multiplication
without or with addition or subtraction of fraction and mixed fractions.
Number of Hours
Watering the Plants 2 1/2
Cutting the Weeds 1 1/4
Potting New Seedlings 2 3/4
49
Lesson 11: Dividing Simple Fractions and Mixed Numbers
I. Objective: Divide simple fractions and mixed fractions.

Values Integration: Close Family Ties
✓ Renaming the mixed number as improper fraction
✓ Rewriting the division expression using the reciprocal of the divisor.
✓ Multiplying simple mixed numbers.

A. Materials: strips of colored paper, manila paper
B. Reference: K to 12 Grade 6 Curriculum, M6NS-Ic-96.2

1. Drill
Activity: “Give My Reciprocal”
Form three (3) groups. Each leader of the group draws a number and
writes it on the Manila paper. The group answers the exercises in 2 minutes
and presents the output. The group with the most number of correct answers
will be the winner.
a. b. c. d. e.
2. Review
Multiply the following sets of simple fractions and mixed numbers.
1. x
2. x
3. x
4. x
5. x
3. Motivation
Do you have a favourite pillow? Do you share it with the members of your
family? If you do, what trait did you show?
50
1. Presentation
Aling Caring has meters of cotton to sew pillow cases for

her daughters who love clean and beautiful cases. How many
pillow cases meter long each can she make?
Ask: Who will sew pillow cases?
For whom will Aling Caring be sewing pillow cases?
How long is the material for the pillow case?

a. Analyze the problem
1. What does the problem does you to look for?
2. What are the given data in the problem?
3. What are the needed facts to solve the problem?
4. What will you do to arrive at the solution of the
problem?
b. Let each pair of pupils solve the problem.
Solution:
1. Write the number sentence: ÷ =N
2. Change the number sentence by multiplying the dividend by
the reciprocal of the divisor. X =N
3. Perform multiplication then, simplify the fraction.
X = or x == =
Therefore, ÷ =8

Call some pair of pupils to show their answers.
Guide Questions:
2. How did you divide simple fraction and mixed number?

Find each quotient.
1. ÷ 4. ÷
2. ÷ 5. ÷
3. ÷
51
To divide simple fraction and mixed number

1. Write the number sentence.
2. Change the mixed number into an improper fraction
3. Get the reciprocal of the divisor then proceed to
multiplication of fractions.
4. Write the product of the numerators over the product of
the denominators; and reduce the fractions to lowest terms
if necessary.

a. Divide and simplify.
1. ÷
2. ÷
3. ÷
4. ÷
5. ÷
C. Assessment
Find the quotient. Reduce the answer to lowest term if needed.
1. ÷
2. ÷
3. ÷
4. ÷
5. ÷
52
D. Home Activity
Remediation
Solve the problem.
Ato has cassava cakes. If each serving is cakes, how
many servings does she have?
Enrichment
Solve the problem.
One of the Aling Elena’s parcels of land hectares is a
rice land. If she gives hectare to each of his children with nothing
left for her, how many children does she have?
53
Lesson 12: Solving Routine Problems involving Division of Fractions
and Mixed Number
I. Objective: Solve routine problems involving division without any of the

other operations of fractions and mixed numbers using appropriate
problem solving strategies and tools
Values Integration: Cooperation and Helpfulness
✓ Translating word problems into a number sentence
✓ Solving Word Problems

A. Materials: flash cards, activity sheets, show-me-board

1. Drill
Mental Computation
Answer the number puzzle.
a. b. c.
d. e.
f. i.
g. j. k.
h.
Across Down
b. n=6 a. of 147
d. what is of 62? c. Prime number between 41 and 45
f. 90 less than 6 e. Ten more than 8
h. the product of 9 and 7 g. What is 4 multiplied by itself?
j. 3 more than 50 i. ½ of a right angle
54
2. Review
Using show-me-board activity, give the as the teacher
flashes each problem.
1. A number divide by is equal to 5?
2. A number multiplied by is equal to 10?
3. A number divided by is equal to ?
4. A number divided by is 9?
5. A number multiplied by is 8?
3. Motivation
Discuss with the pupils the value of sharing of
cooperation and being helpful. Ask how many of them practice
this trait, and what things they usually share with others.
1. Presentation
Problem Analysis
Ma’am Gina Baes and her members of women are making

ribbons for the Women’s party. How many dm ribbons long can be
made from a spool of dm long.
2. Perform the Activities

Group the pupils into three (3). Let the pupils analyze
and answer the problem. Give them 10 minutes to answer the
problem. Let them show the solution creatively.
Solution: Using the 4-Step Plan
Understand: Know what is asked: The number of ribbons that can be

made
Given facts: dm size of ribbon
dm spool of ribbon
Plan: Determine the operation to be used: Division
Write the number sentence: ÷ =N
Write the number sentence. ÷ =N
Change the mixed number into improper fraction. ÷ =N
Get the reciprocal of the divisor then proceed to multiplication of
fractions. x =N
x = = 86
55
Check and Look Back: Check and state the complete answer.
X = =
Therefore, ÷ = 86
Answer: 86 ribbons can be made

Call the leader of the group to report their answer.
Guide Questions:
2. How did you solve routine problems involving division without
any of the other operations of fractions and mixed fractions using
appropriate problem solving strategies and tools?

Learning Barkada’s or LB
Organize the class into 3 groups. Provide each LB a copy of
problem to be solved. Write the equation then solve the given problem.
GROUP I
A dressmaker uses metres of cloth for a blouse. If she has
meters of cloth, how many blouses can she make?
Group II
There is cake on the table. One serving is 1/10 of a whole of
cake. How many servings can be made?
Group III
A bamboo house cafeteria is offering buko salad for dessert.
They have cups of buko salad. Each serving is of a cup. How
many servings can be made?
To solve routine problems involving division without any of the other

operations of fractions and mixed number using appropriate problem
solving strategies and tools, follow these steps:
1. Understand
-Know what is asked
-Know what the facts are given;
2. Plan
-Know what operations to be used
-Write the correct number sentence;
56
3. Solve
4. Check and Look Back
-Find out if your answer is correct.
6. Applying to New and Other Situation

Solve the problem.
A garden hose is leaking 1 litre of water every hour.
How many litres of water will it leak in ?
C. Assessment
Solve the following problems.
1. Mrs. Pining brought home kilograms of fried chicken. If each
child got portion of the chicken, how many children shared
the chicken?
2. If you have chocolate bars and you give each of your friends
bar, how many friends will receive chocolate?
3. How many pieces of string dm long each can be cut from a
roll dm?
4. How many benches m long can be placed end to end in the
hallway m long?
5. Bella has kilos of sugar. She divided it into equal parts.
How many kilos are there in each part?
D. Home Activity
Remediation
Solve the problems.
If you cut another ft length of wire into pieces that are ft
long, how many pieces of wire will you have?
Enrichment
Solve the problem.
How many cup servings are in a package of cheese that
contains cups altogether?
57
Lesson 13: Creating Problems Involving Division of Fractions and Mixed
Numbers
I. Objective: Creates problems (with reasonable answers) involving without

any other operations of fractions and mixed numbers.
Values Integration: Kindness and Thriftiness
✓ Dividing fractions
✓ Performing basic mathematical operations
✓ Solving word problems

A. Materials: flash cards, activity cards, show-me-board

1. Drill
“What Operation Am I?”
diminished the product of subtracted by the sum of
2. Review
What are the steps in solving word problems?
In what step will the following questions fall?
1. What is asked?
3. What is the process to be used?
4. What is the number sentence?
5. Show the solution and complete answer.
3. Motivation
Read and study the problem.
Puti is making placemats for her mother. How many
placemats can she cut from meters of linen cloth?
Can you solve the problem? Why not? What is the needed
information to solve the problem?
1. Presentation
Post the jumbled word problems on the board.
She used kilogram for every cake she baked.

58
Nilda had kilogram of sugar.
How many cakes did she bake?
Let the pupils read the sentences written on the strips.

Get a partner and try to arrange the sentences to form a word a problem.
Nilda had kilogram of sugar. She used

kilogram for every cake she baked. How many cakes did
she bake?
Did you arrange the sentences correctly to form a word problem?

Let the pairs solve the problem and ask someone to show the
solution on the board.
Solution: Using the 4-Step Plan
Understand: Know what is asked: The number of cakes she baked
Given facts: kilogram of sugar needed for every cake
total kilogram of sugar
Plan: Determine the operation to be used: Division
Write the number sentence: ÷ =N
Solve: Show your solution.
Write the number sentence. ÷ =N
Change the mixed number into improper fraction. ÷ =N
Get the reciprocal of the divisor then proceed to
multiplication of fractions. x =N
x = = 15
Check and Look Back: Check and state the complete
answer.
X = =
Therefore: ÷ =N
Answer: 15 can be baked.
59
Guide Questions:
1. How do you know that the word problem is arranged
correctly?
2. How do you know that a problem has the complete
information?
3. Can the problem be solved if there is a missing
fact/information?
4. What are the things needed to create a complete word
problem?
Group Activity
Divide the class in three groups. Let them choose a leader and a
secretary. Give each group an activity card with data to be used for
creating a problem. Let each group post their work on the board. The
leader will report the problem they have created and show answer and
solutions to the problems.
Activity Card 1
• 12 kilograms of flour
• kilograms in each plastic bag
• Number of plastic bags used
Activity Card 2
• 9 meters bamboo
• meter long per piece
• Number of pieces that can be made
Activity Card 3
• meters of cloth
• meters of cloth for a blouse
• Number of blouses that can be made
60
To create a word problem, the following are necessary:
• Be familiar with the concepts of Math.
• Think of the type of problem to be created.
• Read samples of word problems and study their solutions.
To check if the answer to the problem you have created and
solved is correct;
• All the given data needed to solve the problem should be
there.

Complete each problem by creating a question for what is asked.
Then, solve the problem.
1. Bella has 15 kilograms of rice for sale. She placed these in plastic bags.
Each bag contains kilograms.
Question:___________________________________
Solution and Answer: _________________________
2. A log meters long will be cut into meter equal pieces.

Question:___________________________________
Solution and Answer: __________________________
C. Assessment
Create a problem using the given data. Then, solve the problem.
1. Given: 50 kilograms of chocolate, kilograms packed in each box
Asked: Number of boxes used
Problem: ____________________________
Solution and Answer: ____________________
2. Given: 12 meters of fabric, meters for each shirt

Asked: Number of shirts that can be made
Problem: ___________________________
Solution and Answer: __________________
61
3. Given 15 meters of cloth, meters of cloth for each blouse
Asked: Number of blouses that can be made
Problem: __________________________
Solution and Answer: _________________
4. Given: meters long of electric wire, 1/8 meter equal pieces

Asked: The length of each wire
Problem:_____________________________
Solution and Answer:___________________
5. Given: meters of cloth, meters for each scarf

Asked: The number of scarves that can be make
Problem:_____________________________
Solution and Answer:___________________
D. Home Activity
Remediation
Complete the problem by creating a question for what is asked. Then,

solve the problem.
Mang Jeff caught kg of fish. He took home kg and equally sold the
rest among his 5 friends.
Question:_________________________________________
Solution and Answer:________________________________
Enrichment
Create your own problems.
Problem:___________________________________
Solution and Answer:_________________________
62
Lesson 14: Adding and Subtracting Decimals through Ten Thousandths Without
Regrouping
I. Objective: Add and subtract decimals and mixed decimals through ten thousandths
without regrouping
Values Integration: Orderliness
✓ Adding and subtracting three to four digit whole numbers

A. Materials: strips of paper, 10 x 10 grid, number line, show-me-board
B. References: K to 12 Grade 6 curriculum guide, M6NS-Id-106.2
Lesson Guide in Elementary Math Grade 6

1. Drill
1. Give the missing number.(Oral)
a). ___ +36=81 d.) 93-___=48
b.) 58+___=90 e.) ___-27=55
c.) 24+59=___ f.) 71-43=___
2. Write in column, then compute.

a.) 39+18.9 d.)19.61-8.75
b.) 29.341+14 e.)89-29.341
c.) 62.5+3.96
2. Review
Perform the indicted operations.
1.)84.63 + 74.13 3.)0.4488 - 0.2773
2.)49 + 29.834 4.)120 - 97.639
3. Motivation
Present a simple story.
Linda does not easily throw things or subjects like paper bags, plastic
spoons and forks, pieces of strings or ribbons, Christmas or birthday wrappers,
and others. She neatly stores them in a box or cabinet for future use.
Questions:
1.What does Linda do with used tings or objects?
2.What kind of girl is she?
3.Do you also recycle things/objects? Why?
63
1. Presentation
One day, Debbie, Linda’s younger sister needed 4 pieces of ribbon for her
project. Linda gave her yellow, pink, blue, and red ribbons with lengths 0.2 m,
0.48 m, 0.3 m, and 0.15 m respectively. How long are the yellow and blue
ribbons if put together?
1. Who need pieces of ribbon for her project?
2. Who gave the ribbons?
3. Analyze the problem

Group 1
Based from the problem:
1. Identify the lengths of the yellow and blue ribbons.
2. Find the sum using strips of paper.
3. To show: 0.2m+0.3m=N
Let each pair of pupils bring out 1 strip of paper to represent 1 meter
Fold the strip of paper into 10 equal parts.
Color/shade the 0.2 m or 2 parts with yellow crayon and 0.3 m or 3 parts
with blue crayon.
Let them count the shaded portion.
Group 2
Tina bought a pair of shoes for P495.50, a coat for P527.20, and a
pocketbook for P94.75. How much change did she receive from her
P2000?

The pupils will present their work and discuss it in class.
The teacher will discuss the problem and model the solution.
So,0.2 m + 0.3 m=0.5m
There is another way of writing 0.2 + 0.3 to find the sum. How?
Let the pupils write this on their “Show-Me-Boards”. Let them
discuss/explain the placement of decimal points and what place value should be
added first, second, and so on.
0.2 m
+ 0.3 m
0.5 m
Provide other examples. Let them solve in their “Show-Me-Boards”. Let
each partner guide, help and check each other solution and answer.
Ex: 0.5 +0.1+0.25=
0.26+0.33=
64
A. Find the sum or difference.
1.) 0.975 + 0.325 4.) 0.5674 + 0.0825
2) 2.92 + 7.68 5.) 0.4488 - 0.2773
3.) 7.22 + 0.99
B. Find the value of n in the following number sentence.

1.)0.4488 - 0.2773 = n
2.)1.84 - 0.523 = n
3.)20.91 - 9.213 = n
4.)5.285 - 0.627 = n
5.)0.5674 + 0.0825 = n
5. Summarizing the Concept and Skill
When adding or subtracting decimals have the digits belonging

to the same place value in a column so that the decimal points are
in column, too. Then add or subtract the decimals as in whole
numbers.

Analyze then solve the following problems.
1. Linda’s brother cut 2 extra pieces of wire so Linda can keep them. How
long are the pieces of wire if one measures 0.4 m and the other is 0.25 m?
2. Linda’s father found a 0.75 m piece of wood, he cut 0.5 m from it. How
many meters of wood were left?
C. Assessment
Find the value of n in each of the following number sentence.
1.) 1.35 + 5.5 - 2.45 = n
2.) 53.41 - 35.10 + 15.41=n
3.) 5.371 + (8.35 - 2.43) = n
4.) 117.95 - 3.45 +12.7+72.00 = n
5.) 74.5 + 386.4 + (75.8-16.35) = n
D. Home Activity
Remediation
Find the sum or difference.
1.) 0.549 - 0.014
2.) 0.6531 + 0.124
3.) 0.56 + 0.0023 +0.2
Enrichment
1.) 0.783 - 0.53
2.) 0.205 + 0.6124
3.) 0.9276 - 0.302
65
Lesson 15: Adding and Subtracting Decimals through Ten Thousandths with
Regrouping
I. Objective: Add and subtract decimals and mixed decimals through ten thousandths
with regrouping
Values Integration: Helpfulness
✓ Adding and subtracting three to four digit whole numbers

A. Materials: flashcards, manila paper
B. References: K to 12 Grade 6 curriculum guide, M6NS-Id-106.2
Lesson Guide in Elementary Math Grade 6

1. Drill
Give the sum/difference of the following:
7538 8230 9417
- 2441 - 3756 - 3260
2. Review
Mental Computation
Group the class into 6. The teacher flashes an equation to be answered.
The first student in each group solves mentally the given equation. The first
one to give the correct answer orally gets 1 point for his/her group. It will
continue until everyone in each group has participated. The group with the
highest number of points wins.
Sample equations: (May be given vertically or horizontally.)

2.72 9.2845 12.23 + 6.4456=___
+15.264 - 6.163 85.67- 4.21=___
3. Motivation
Have you encountered problems at home? How do you cope up with your
problem?
1. Presentation
Billy, a neighbor,came home one afternoon with a problem: From the sum
of 0.2784 and 0.5869,subtract 0.3854.
1.) a. Who came home one afternoon?
b. What do you think is his problem?
66
c. How did he solve his problem?
2.) Guide the pupils in analyzing the problem by asking the following
questions:
a. What is being asked?
b. What are given?
c. What operations will be used?
d. What is the question?
3.) Teacher writes the equation horizontally on the board, for example,
(0.2784 +0.5869)-0.3854=N, then asks a volunteer to solve the equation,
step-by-step. Let the pupil explain his work.
3.) Teacher emphasizes the importance of aligning the decimal points
properly and correctly before adding or subtracting.
4.) Discuss the value of helping others in need.

Group Activity - 4 Square Grouping
What is the answer when 9.8546 is added to the difference of 8.2504 and 5.9897?
1. Have each group discuss the following questions:
a.) What is asked in the problem?
b.) What operations will be used?
c.) What is the number sentence?
d.) In subtraction:
In what place does subtraction begin?
What is regrouped to make subtraction possible?
What is the new minuend?
e.) In addition:
How do you add the decimals?

How did you find the activity?

Solve for the missing number.
1.) __ + )0.362=0.841
2.) 0.56 + ___= 0.9365
3.) __ - 0.4553 =0.841
4.) 0.743-___=0.58
5.) 0.8644-0.3729=____
Find the sum/difference.

1.)4.371 2.) 82.756 3.) 72.034 4.)81.503
2.784 9.283 -37.289 -46.736
+ 5.439 +15.547
67
5. Summarizing the Concept and Skill
There are steps to follow when adding or subtracting

whole numbers or decimals.
1. Arrange the numbers in column by place values.
2. Zeros may be annexed to the numbers after the
decimal point to balance the number of decimal places.
3. Start adding or subtracting from the ones place going
to left. Regroup the digits if necessary.
6. Applying to New and other Situations

Solve as indicated.
1. The difference between 95.827 and 58.39 is ____.
2. Find the sum of 1.853 is added to 43.86, the sum is ____.
3. When 1.853 is added to 43.86, the sum is ___.
4. When 35.20 is subtracted from 63.47, the difference is___.
5. What is the sum when 8.39 is added to the difference of 45.89 and
35.028.
C. Assessment
1. Find the sum/difference as indicated.
a.) 17.568 b.) 25.15 c.)91.421 d.) 83.273 e.) 7.4205
2.937 40.85 - 45.854 -29.486 -2.7589
+ 5.382 + 37.75
D. Home Activity
Write the number sentence then solve.
a. Subtract 0.4358, from the sum of 0.5147 and 0.3977.
b. What will you subtract from 0.9283 to get 0.4739?
c. Subtract the sum of 0.2514 and 0.3897 from 0.8331.
68
Lesson 16: Solving Routine or Non-routine Problems Involving Addition and
Subtraction of Decimal Numbers Appropriate Problem Solving
Strategies and Tools
Time Frame: Week 4 Day 3
I. Objective: Solve 1 or more steps routine and non-routine problems

involving addition and/or subtraction of decimals and mixed decimals
using appropriate problem solving strategies and tools.
Prerequisite concepts and skills:
✓ Adding and Subtracting Decimals
✓ Solving problems involving addition and subtraction of
decimals

A. Materials: charts, flash cards, chart of word problems activity cards
B. References: Distance Education for Elementary Schools Self-
Instructional MaterialsM6NS-Id-108.2

1. Drill
.4 +. 52 .3 + .09 4.8 + 32.59 .99 - .56
2. Review
Review the steps in solving word problems.
What are the steps in solving a word problem?
In what steps will the following questions fall?
* What is asked?
* What are the given facts?
* What is the process to be used?
*What is the number sentence?
* Show the solution and complete answer.
3. Motivation
The teacher show colourful books
1. Can you describe these things on the table? Are these things
important to you?
2. Do you believe in the saying that “A page a day Keeps ignorance
away”?
1. Presentation
Study the items below.
69
BOOK SALE
BigPhp 99.75
Medium Php 65.50
Small Php24.75
1. Lilibeth bought 1 big book and 1 small book. How much did she spend?
2. Leth bought 2 small books and a big book. How much did she spend?
3. Lala bought a book of each size. How much did she pay for the three
books?
Guide Questions:
What is asked in the problem?
What are given facts?
What word clue helped you solve the problem?
What operation is to be used?
Ask a pupil to show his/her answer on the board.

The pupils will form 3 groups and will be given a problem written on the
bond paper. They are going to solve the problem and answer the
questions on the problem.
Problem 1. Group 1
The perimeter of a triangle is 53.9 cm. if 2 sides measure 20.5cm and
15.2 cm, what will be the length of the 3rd side?
a. What is asked?
b. What are the given facts?
c. What is the process to be used?
d. what is the number sentence?
e. Show the solution and complete answer.
Problem 2. Group 2
AlingMameng has Php 200 in her purse. She went to the market and
spent Php 27.50 for vegetables, Php 120 for pork and Php 35.50 for fruits. How
much money did she have left?
a. What is asked?
d.What is the number sentence?
70
Problem 3, Group 3
a. What is asked?
d.What is the number sentence?

Guide Questions
1. Which of the two problems is easier to solve?
2. In Which problem did you enjoy solving? Why?
3. How many operations did you use in solving problem1? 2? What
operation is it? How did you solve it? What is your number
sentence? What is your final answer? Did you work with your group
cooperatively? When your group solve the problem easily, how did
you feel?
Say: Let us solve more problems.

Ask the pupils to work on the items under Get Moving LM Math Grade
6 page __ .
Check the pupils answer. For mastery, have them answer items under
Keep Moving, LM Math Grade VI page __. Check the pupils answer
The steps in solving routine problems are:

a. Understand- Know what is asked? What are given?
b. Plan-Know the operation. Write the number sentence.
c. Solve-Write your answer with correct units /labels
d. Check and Look back- Review and check your answer.
To solve non- routine problems, read and analyze the
problems. Tell what is asked and what are given. Use other strategies
like act out the problem,listing/table method, guess and test, drawing
/making a diagram, using patterns, working backwards etc.

Ask the pupils to do items 1 to 5 under Apply your skills on page ____
of LM Math Grade V.
71
C. Assessment
Study the following menu in the canteen and answer the question that
follows.
MENU
Spaghetti-P 23.75 Gulaman-P6.00
Palabok -P21.50 Nilaga(pork)- P42.50
Lugaw- P 8.50 Pinakbet- P 15.00
Rice- P 7.50 Fried Fish- P 12.00
Mango Juice-P7.50
1. Anton paid P 100.00 for pork nilaga and rice. How much was his
change?
2. Ruel ordered palabok and gulaman.How much was her change with
her P 100 –bill.
3. Mr. Perez ordered rice,pinakbet and fried fish. She gave P100. How
much was her change?
4. Kikay gave P 50 for mango juice and spaghetti. How much is her
change?
5. It was Gilbert’s birthday. She ordered spaghetti, palabok, mango juice
and gulaman. If he paid P200 peso-bill and she gave a tip of P 5.00,
how much will be her change?
D. Home Activity
1. Arlen earned P 35.50 in selling fruit juices and he earned P32.50 for
selling puto in the morning.He paid P 52.75 for a pad paper and a ballpen.
How much money had he left?
2. Benita visits his dentist every six month. She paid her dentist P500 for
dental treatment and P450 for prophylaxis. How much change did he get
from P 1,000?
Enrichment
Solve the problem and explain your answer
1. Katrina filled the container with 3.5 litres of water. Her mother used 0.75
litres of water for cooking and 1.25 litres for palamig. How much water
was left in the container?
2. MangNanding cut four pieces of bamboo. The first piece was 0.75 metre;
the second was 2.278 metres, the third was 6.11 metres, and the fourth
was 6.72 metres. How much longer were the third and fourth pieces put
together than the first and second pieces put together?
72
Lesson 17: Creates Problems Involving Addition and/or Subtraction of
Decimals and Mixed Decimals
I. Objective: Create problems involving addition and/or subtraction of decimals

and mixed decimals.
Values Integration: Sense of Responsibility
✓ Adding and Subtracting Decimals
✓ Solving Problems involving adding and subtracting decimals

A. Materials: flash cards, chart of word problems, activity cards
B. References: Kto12 Curriculum Guide M6NS-Id-109.2

1. Drill
Solve this problem:
a. A television set marked at P12 905.96 was bought for P10 889.65. How
much was the savings?
b. If you add me to 16.3, you get 30.74 who am I?
2. Review
Review the steps in solving word problems.
Ask the learners to tell what they understand about the
following essential guide questions to problem solving.
3. Motivation
Talk about fruits and vegetables grown in the school garden.
Ask: Have you been to our school garden? What did you see there?
What are the plants grown there? Let the pupils share their
experiences in the garden.
1. Presentation
The table shows the number of kilograms of vegetables harvested
by the pupils.
PUPIL VEGETABLE HARVEST in kg.
Juan Mustard 5. 12
(mustasa)
Paolo Pechay 8.50
(Petsay)
Johnson Pole Sitao 12.25
(sitaw)
73
Based on the table presented, how will you create problems
involving addition and subtraction of decimals?
Guide Questions:

2. What are given facts?
3. What word clue helps you solve the problem?
4. What operation is to be used?
5. Ask a pupil to show his/her answer on the board.

Group the pupils into three. Let the group work collaboratively on station 1
for group 1, station 2 for group 2 and station 3 for group 3.Let them present their
output one at a time when done.
Station 1 – Addition of decimals

Direction: Based on the table of data presented, create a problem
involving addition of decimals.
Station 2 – Subtraction of decimals

involving subtraction of decimals.
Station 3–Addition and Subtraction of decimals

involving addition and subtraction of decimals.
Sample problem
Station 1
Paolo and Johnson harvested vegetables. Paolo harvested 8.50 kg of
pechay and Johnson harvested 12.25 kg. of pole sitao. How many kg. of
vegetables were harvested by the two pupils?
Station 2
Juan and Paolo harvested vegetables. Paolo harvested 2.5 kg of pechay
and Juan harvested 1.9 kg. of carrot. How many more kg. of vegetables were
harvested by Paolo than Juan?
Station 3
Johnson and Juan harvested vegetables. Johnson harvested 12.25 kg of
pechay and Juan harvested 1.9 kg. of carrot. If Barry harvested 15 kg of
Mustard, how many kg.moreis his harvest than the total amount harvested by
Juan and Johnson?
74
3. Processing the Activities.
b. How did you create problems involving addition,
subtraction or addition and subtraction of decimals?
Expected answers:
- We familiarized ourselves with the concepts of addition and subtraction
of decimals.
- We taught of the problem we want to create.
- We studied sample problems and studied their solutions.
Discuss the presentation under Explore and Discover on page of

LM Math Grade VI.
Ask the pupils to work on the items under Get Moving LM Math
Grade 6 page __ .
Check the pupils answer. For mastery, have them answer items
under Keep Moving, LM Math Grade V page __. Check the pupils answer
To create word problems involving addition and subtraction of decimals

do the ff.
a. Familiarize yourself with the concept
b. Think of the problem you want to create.
1. Consider the character, cite the situation, /setting, data
presented, word problem to be created, and the key question.
2. Ensure that the word problem is clearly stated and practical
c. Read some sample problems and study their solutions.
To solve non- routine problems, read and analyze the problems.

Tell what is asked and what are given. Use other strategies like
act out the problem, listing/table method, guess and test, drawing
/making a diagram, using patterns, working backwards etc.

Ask the pupils to do items 1 to 5 under Apply your skills on page ____
of LM Math Grade V.
75
C. Assessment
Using the data below, create 3- two step word problem involving
addition and subtraction of decimals
MENU
PancitBihon-P 23.75 Gulaman-P6.00
Lomi -P25.50 Nilaga(pork)- P35.50
Lugaw- P 15.50 Pinakbet- P 15.00
Rice- P 10.00 Fried Fish- P 20.00
Mango Juice-P7.50 Tinola- P25.75
Provide rubric for the evaluation of student’s outputs.
D. Home Activity
Using the data below, create a two-step word problem involving

addition and subtraction of fraction.
Name Fruits bought Quantity in Kg.
Sharon Banana 12.65 kg.
Anna Guava 23.16kg.
Josefa Duhat 9.16kg.
Enrichment
Using the data below, create a two-step word problem involving

addition and subtraction of fraction.
Name Fruits bought Quantity in Kg.
Shane Sinegwelas 212.65 kg.
Lito Atis 87.39 kg.
Joseph Banana 55.08 kg.
76
Lesson 18: Multiplying Decimals with Factors Up to 2 Decimal Places
I. Objective: Multiply decimals and mixed decimals with factors up to 2 decimal places.
Values Integration: Kindness
✓ Multiplying whole numbers
✓ Identifying number of decimal places

A. Materials: cut-outs (turtle, snail and worm), three number lines of the same
length, flashcards
B. References: K to 12 Grade 6 Curriculum Guide, M6NS-Ie-111.3
Lesson Guide in Elementary Mathematics 6, p. 80-83

1. Drill
Mental Computation- Travelling Game
Post the number lines on the board. Place the turtle, snail and worm cut outs on
the left side of each number line.
a. Form the pupils into three groups to represent each of the cut outs.
b. Teacher flashes a number card and the one who gives the correct answer
will move his/her cutout one step on the number line.
c. This continues until the cut out reach the right side of the number line. The
group to reach it first is the winner.
d. Sample equations: 0.2 x 0.4 = 40 x 0.6 = 30 x 0.5
2. Review
Multiply decimals up to 2 decimal places by 1- to 2- digit whole numbers using
flash cards.
0.34 x 5 = 0.25 x 10 = 0.52 x 14 =
3. Motivation
Do you see some children begging for money or food along the streets
in Batangas City? How do you feel when you see them? Why?
1. Presentation
KuyaPeter bought 1.50 dozen pandesal worth Php 0.75 each. He gave
these to some street children whom he saw begging for food near 7-11.
How much did he pay for the pandesal?
77
Group the pupils into 4. Let the group work together in solving for the answer
using the “4-Step Plan” – Understand, Plan, Solve, Check and Look Back.

Ask the group to present and discuss their answers. How did you find the
activity? How did you solve for the answer?

Use the data in the table to complete the sentences.
Menu Item Energy Protein Carbohydrates Fat Salt Fiber

One Servings Calories (grams) ( grams) (grams) (grams)
(grams)
SinaingnaTulingan 2.67 5.49 2.14 1.38 0.21 2.34
Bulanglang 1.63 0.93 2.59 1.12 0.30 4.31
GinisangMonggo 2.82 4.25 2.97 3.18 0.41 1.82
Fried Chicken 2.59 3.25 1.35 0.63 0.17 0.92
Ensaladang Pipino 1.11 1.45 1.23 3.21 0.22 3.75
1.) .75 serving of Bulanglang contain ________ carbohydrates.

2.) 1.50 servings of Ginisang monggo contain _______ salt.
3.) If you eat .50 serving of Sinaing na Tulingan , you will gain ____ grams of
Protein.
4.) Two and one half servings of chicken contain ________grams of Fiber.
5.) How much Fat intake is obtained from 0.75 serving of vegetable salad?
To multiply decimals and mixed decimals with factors up to two

decimal places:
1. Multiply the factors as it is done with whole numbers.
2. Place the decimal point in the product as many decimal
places as there are in the factors.
78
Marissa has 2.05 meters of ribbon. She used 0.18 meter of the
ribbon to make her school project. What part of the ribbon did she use?
C. Assessment
Multiply
1. 3.38 2) 2.75 3) 7.55 4) 6.27 5) 1.46
x 0.52 x 0.48 x 0.23 x 0.32 x 0.77
D. Home Activity
Remediation
Write in column and find the product.
1. 0.38 x 5.64
2. 3.75 x 0.42
3. 1.59 x 0.37
4. 2.76 x 0.38
5. 4.24 x 0.34
Enrichment
Solve for what is being asked.
1. The product of 3.36 x 0.15 is _____.
2. What is the product of 2.97 and 0.12?
3. Multiply 9.79 by 0.54.
4. 7.47 times 0.63 equals ____.
5. Find the product of 9.12 and 0.20.
79
Lesson 19: Multiplying Mentally Decimals Up to 2 Decimal Places by 10, 100,
and 1000
I. Objective: Multiply decimals up to 2 decimal places by 10, 100, and 1000.

Values Integration: Kindness/Generosity
✓ Multiplying Decimals up to hundredths place
✓ Multiplying Decimals and Whole Numbers

A. Materials: number cards, charts, problem cards
B. References: K to 12 Grade 6 Curriculum M6NS-le-111.4

1. Drill
Mental Computation-Multiplying Numbers by Powers of Ten
A. Group the class into groups of 4 members.
B. The teacher flashes cards.
C. Before the teacher flashes the card, she must give instructions like:
All 4s from each group will answer the problem.
D. The first to give the correct answer wins.
E. Repeat the process for other players.
F. The group with the most number of correct answers wins.
5 x 10 5 x 100 5 x 1000 5 x 10000
5 x 40 5 x 400 5 x 4000 5 x 40000
2. Motivation
How can we help children in school of your age in the orphanage?
1. Presentation
Present this problem:
Rosie and her friends collected notebooks to give to the children in
the orphanage. Each notebook weighs 0.85 grams. If there are 100
pieces in the box, what is the total weight of all the notebooks?
80
Group the pupils into 4. Have them analyze the problem using any
method. Observe the use of Cooperative Learning.

Ask the group to present and discuss their answers. How did you
find the activity? How did you solve for the answer?

Use a pattern to find each product.
0.15 X 10 0.35 X 10 0.43 X 10 0.86 X 10 0.74 X 10
0.15 X 100 0.35 X 100 0.43X 100 0.86 X 100 0.74 X 100
0.15 X 1000 0.35 X 1000 0.43 X 1000 0.86 X 1000 0.74 X 1000
If a decimal number is multiplied by a power of ten simply move the decimal

point to the right in the number being multiplied by the number of places
equal to the number of zeros in the multiplier.
Answer the following problems:

1. 0.25 kg of squash 3. 3.55 liters of fresh milk
10 pesos per kg 100 pesos per liter
Answer:__________ Answer: ____________
2. 4.35 meters of cloth 4. 8.65 grams of gold
100 pesos per meter 1000 pesos per gram
Answer:___________ Answer: ____________
C. Assessment
Multiply mentally. Match column A with Column B. Draw a line.
Column A Column B
1. 7.824 X 100 A. 2.6
2. 0.26 X 10 B.93
3. 3.01 X 1000 C.310
4. 0 .24 X 100 D.24
5.0.93 X 100 E.782.4
81
D. Home Activity
Remediation
Find the product mentally.
1. 10 X 0.04
2. 0.12 X 100
3. 5.01 X 100
4. 100 X 48.61
5. 3.72 X 1000
Enrichment
Write the missing number.
6. 8.15 X ________ = 815
7. 0.62 X 10 = _________
8. _____ X 100 = 61.3
9. 0.085 X 1000 = _________
10. _____ X 10 = 4.02
82
Lesson 20: Multiplying Mentally Decimals Up to 2 Decimal Places by 0.1,
0.01, 0.001
I. Objective: Multiply mentally decimals up to 2 decimal places by 0.1, 0.01,

0.001
Values Integration: Kindness/ Generosity
✓ Multiplying Decimals up to hundredths place
✓ Multiplying Tenths by hundredths
II. Learning Resource

A. Materials: number puzzle, game board set, problem cards
B. Reference: K to 12 Grade 6 Curriculum, M6NS-le-111.4

1. Drill - Mental Math Game
Form groups of 4’s and hand each group a game board, two colors of
chips, two colors of number cards (ex. Yellow cards have numbers, blue cards
have 10, 100 and 1000 written).
Direction for the group:
a. Choose a partner. Partners will be A & B, C & D.
b. Shuffle the cards separately and place them face down on the table.
c. A and C will complete first. Toss a coin to know who will start.
d. Pick a card from the yellow and blue pile.
e. Mentally multiply the two numbers. Your partner can check your
answer.
f. If correct, put a chip on the square in the game board that contains the
product.
g. The opponent now does the same.
h. Four chips in a row, in any direction wins the game
i. B and D now play the game.
2. Motivation
Handout number puzzles to each group. Tell each group to

complete the puzzles. Tell the groups to paste the pieces on a piece of
paper or tape them together. Post their work on the board in an
organized way.
Ask if they could identify the numbers they formed. Give a hint that
the exponents indicate the number of decimal places to the left or right
83
of 1. Have a free guess and check activity as well as an open
discussion on their answers.
Sample Answer:
103 = 1000 10-2 = 0.01
5
10 = 100000 10-4 = 0.0001
1. Presentation
Dr.Ingco owns 0.9 hectare of land. He plans to make 0.1 of the land
into a residential lot by putting up an apartment. He asked his tenant,
Marites, to manage the said apartment. Since Marites is a trustworthy
and loyal tenant, Dr.Ingco decided to give her 0.01 of 0.9 hectares of
land, near the apartment lots.
a. How many square meters of the land will be converted to
residential lots?
b. How big will be the lot given to Marites?

Group the pupils into 4. Have them analyze the problem using any
method. Emphasize the use of Cooperative Learning.

Ask the group to present and discuss their answers. How did you
find the activity? How did you solve for the answer?

Multiply and complete the table.
X 0.15 0.23 0.72 0.45 0.65
0.1
0.01
0.001
If a decimal number is multiplied by 0.1,0.01, and 0.001simply move the

decimal point to the left in the number being multiplied by the number of
places equal to the number of decimal places in the multiplier.
Mother has a small sari-sari store. Every time she buys a 25.75 kilo bag
of sugar she saves 0.1 of it for her household consumption. How much
does she save their consumption?
84
C. Assessment
Multiply mentally. Choose the letter of the correct answer.
1. ) 0.01X 0.56 A.05.6 B. 0.56 C. 0056 D. 0.0056
2.) 0.001 X 0.49 A.4.9 B. 0.49 C. 0.049 D.0.00049
3.) 0.07 X 0.1 A. 7 B. 0.7 C. 0.07 D. 0.007
4.) 0.03 X 0.01 A. 0.00003 B.0.0003 C. 0.3 D. 30
5.) 0.1 X 79.5 A. 79.5 B. 7.95 C. 0.795 D. 0.0795
D. Home Activity
Remediation
Multiply mentally.
A. 0.001 X 0.45
B. 04 X 0.1
C. 0.1 X 0.03
D. 0.1X 0.21
E. 0.001 X 0.56
Enrichment
Complete the table. Multiply mentally.
X 0.1 X 0.01 X 0.001
0.99
0.54
0.81
85
Lesson 21: Solving Routine Problems Involving Multiplication of Decimals
and Mixed Decimals
I. Objective: Solve routine problems involving multiplication of decimals and

mixed decimals including money using appropriate problem solving strategies.
Values Integration: Thriftiness
✓ Multiplying Decimals and Mixed Decimals
✓ Solving word problem involving multiplication of decimals

A. Materials: chart, activity cards, dice
References: K to 12 Curriculum Guide M6NS – I e – 113.2 p. 59 ,
Lesson Guide 6 p.96
III. Instructional Materials

1. Drill – Multiplication of Decimals
a. Divide the class into 4 groups ( per column).

b. Call on one student from each group to stay in between the aisle at the
back of the classroom.
c. Teacher flashes a multiplication equation on decimals.
d. The student at the back solves mentally for the product. The first to say
the correct answer makes one step forward.
e. Repeat c and d.
f. The first to reach the platform in front gets 5 points for the group.
g. Repeat for another round of student contestants.
Sample Equations:
12 x .01 8 x .001 80 x .01
3.35 x 10 20 x 40 12 x .001
86
2. Review
Recall the Steps in Solving Word Problems
Justin visited his uncle’s orchard. He was surprised to find papaya
tree 12.3 times as tall as he is. Justin is 0.94 meter tall. How tall is the
papaya tree?
Guide Questions
1. What is being asked?
2. What are given?
3. What operations are needed to solve the problem?
4. What is the number sentence needed to solve the problem?
5. Call on a volunteer to solve the number sentence on the board.
3. Motivation
If you want to buy something for yourself like bags, shoes or
other personal needs and your parents don’t have money to give
you, what do you do? Where do you save money?
1. Presentation
Present the following problem.
Word Problem
Ramon wants to buy Nike Shoes so he saves money from his baon.
From his 20 pesos daily allowance, he saves P9.75 of it. How much is his
savings in 204 days? Can he buy the Nike Shoes which cost P 1,900?
• Step 1: What are the important information and important numbers?

• Step 2: Ask: What is this question asking me to do?
• Step 3: Write a number sentence.
• Step 4: Count the number of decimal places in 9.75. There are 2
decimal places.
• Step 5: Multiply 204 x 9.75.
• Step 6: Put the decimal point back into the product.
• Step 7: Write the answer.

Each group will be given an activity card. They will work
together in solving the problem following the guided questions
below.
Group 1
Cedrick sells rice at Php 49.50 per kilogram. How much will he
pay for 5.5 kg.
87
Group 2
A meter of silk costs Php 124.50. How much will Rita pay for
3.75 meters of silk?
Group 3
Mrs. Lacson bought 12.75 meters of denim cloth t Php 54.20
per meter. How much did she pay?
Group 4
Sheila bought 3.5 kg. of ham at Php 250.75 per kilo. How
much did she pay?

Guide Questions:
b. How did you find product of decimals?
c. How were you able to find the answer to the problem?
d. In what ways were you able to arrive at the answer?
e. Discuss with the pupils the ways on how they were able to
solve for answer to the problems.

Group the class into 4. Each group will be given problems to
solve. The leader will report the group’s work.
To solve routine problems involving multiplication of

decimals and mixed decimals including money using appropriate
problem solving strategies and tools, we are guided by the
following:
Understand
* Know what is asked
* Know the hidden facts
* If any, determine the hidden questions
Plan
* Determine the operation to be used
* Write the number sentence
Solve
* Show the solution
Check and Look Back
* Check your answer
* State the complete answer
88
Mr. Reyes is paid P 85.50 per hour of work. He works six hours each day
for four days. On the fifth day, he works 3.25 hours. How much will he
receive for those five days?
C. Assessment
Solve the following:
Marites prepared sandwiches for the Christmas Party. She

bought 12 loaves of bread at 22.50 each, 2.5 bottles of
mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham at
240 a kilogram. If she gave the saleslady 1,000, how much
change did she receive?
a) What is asked?
b) What are given?
c) What is/are the hidden questions?
d) What operation will you use to solve the problem?
e) What is the number sentence?
f) What is the answer?
Martin bought 3 t-shirts at 249.95 each and 3 pairs of pants
for 675.95 each. How much did he spend?
a) What is asked?
b) What are given?
c) What is/are the hidden questions?
D. Home Activity
Remediation
Write the number sentence for each problem then solve.
1) A meter of nylon cord costs P3.85. How much will 12.75 meter of
cord cost?
2) How much is $ 550.85 worth in Philippine pesos if one dollar is
worth P 50.38?
3) For Rina’s birthday, Mother bought 4.5 gallons of ice cream at
350.90 each . How much did she spend?
Enrichment
Read, analyze, and solve for the answer.
a. What is the amount of 175.5 bags of cement if each bag costs P
250.95?
89
Lesson 22: Solving Non-Routine Problems Involving Multiplication of
Decimals and Mixed Decimals
I. Objective: Solve non-routine problems involving multiplication of decimals and

mixed decimals
Values Integration: Sharing
✓ Multiplying Decimals
✓ Solving one –step word problem involving multiplication of decimals

A. Materials: dartboard, activity cards, dice
B. Reference: K to 12 Grade 6 Curriculum Guide M6NS–Ie–113.2 p. 45

1. Drill
Identify 2 numbers that satisfy the following:
a) product of 72 and sum of 17
b) difference of 49 and product of 50
c) product of 100 and difference of 1
2. Review
What are the steps in solving routine problem?
Present a problem on the board.
Mang Dino has 102 of bamboo sticks, each measuring 2.75
decimeters. If the stick were put together end to end, what would be
their total length?
3. Motivation
What is the importance of knowing the hidden question in a
problem? Do all problems have hidden questions? Why?
1. Presentation
Rico saves 4.50 for 120 days. From this savings he wants to
buy a t-shirt which costs P195.00. How much did he save?
a.) How much money was saved by Rico?

b.) How much is the t-shirt he would like to
c.) What is the number sentence?
d.) What is the hidden question?
90
Each group will be given an activity card. Problems are to be
solved by alternative ways like drawing.
Group 1 and 2
One day, Ana and Liza visited a book fair in one of the malls.
Ana saw her favourite books costing ₱240.85. She wanted to
buy 3 books. . How much did should Ana so that she could
buy the 3 books?
Group 3 and 4
Rowena bought 3.5 kilos of ham at 250.95 a kilo. She had
1,000. How much was left of her money after paying?

Guide Questions:
2. How did you estimate product of decimals?
3. How were you able to find the answer to the problem?
4. In how many ways were you able to arrive at the answer?
5. Discuss with the pupils the ways on how they were able to solve
for the answer to the problems.

Read and solve.
To make a complete uniform , Miss Cruz uses 3.75 meters of cloth.
How much will 23 sets of uniforms if a meter of material used costs P
45.50?
Check their answers and provide immediate remedial measures.

Let the pupils show their solutions on the board.
To solve non-routine problems involving multiplication of decimals and

mixed decimals including money using appropriate problem solving
strategies and tools , drawing a picture, acting out and making tables and
others can be used.

A meter of String costs P 70.85. Mang Jose bought 50.75 meters
for his project. How much did he spend?
91
C. Assessment
A. Read and analyze, then solve the following:
A bag costs Php 410.65. Kuya Caloy bought 25 bags. How
much did will he pay?
a) What is asked?
b) What are given?
B. Write the number sentence for each problem then solve.

The truck carrying cement weighs 81.65kg. If 3 trucks are
put together what is the total weight of the 3 trucks?
D. Home Activity
Read, analyze, and solve for the answer.
Roy’s allowance is 500 a week. He spends 250.75 for his needs
in a week and save the rest. How much money can he save in 7.5
weeks?
92
Lesson 23: Solving Multi-Step Problems Involving Multiplication and
Addition of Decimals
I. Objective: Solves multi-step problems involving multiplication and

addition of decimals, mixed decimals and whole numbers including
money using appropriate strategies and tools
Values Integration: Thriftiness and Industry
✓ Adding and Multiplying Decimals
✓ Steps in Solving Word Problem

A. Materials: number cards, activity sheet
B. References: Curriculum Guide- M6NS-If-113.3
Lesson Guide 2010 pp. 96-100

1. Drill
a. Put equation cards on the table.
b. Each member of the group take turns in getting and reading the
cards, then give the answer orally
c. If the given answer is wrong, the other group can get the point if
they can give the correct answer
Example:
0.31 + 0.53 8.23 + 7 10 x 2.8 4.3 x 0.9 5 x 2.5
2. Review
Square Share
a. Group the pupils into 5
b. Problem cards will be given to each group
c. Have each group read the problem
All 5’s of each group – give the facts
All 4’s – give the hidden question
All 3’s - give the operation
All 2’s - give the number sentence
All s - give the correct answer
3. Motivation
How much is your baon/allowance every day? Do you spend
all your money?
93
1. Presentation
John Paul was able to save Php 12.75 from his allowance and
10.00 for selling tsampoy everyday. How much did he earn in 5
days?
a. What does the problem ask for?

b. What are given?
c. What process/es will you use to solve it?
d. What is the hidden question?
e. Translate it into a number sentence.
f. How much did John Paul earn in 5 days?
What character trait did he show? How can you show your thriftiness?
your industry?

Group the pupils into three. Let each group work collaboratively
following the guided questions. Let them present their output one at a time
when done.
Group 1
Mrs. Enriquez makes blouses and skirts. She has 1.25 m
for the blouse and 1.35 m for the skirt. How much will 12 blouses
and skirts cost if a meter of the material used costs Php 50.25?
Group 2
Lily bought 7 notebooks at Php 48.50 each and 2 pads of
paper at Php 30.75 each. How much did Lily buy in all?
Group 3
Carl bought 1.5 kilos of oranges at Php 30 a kilo, 3 kilos of
squash for Php 42.50 and 2 packs of monggo at Php 25 each.
What is the total cost of vegetables?
Guide Questions:
b. What are given?
e. Give the number sentence.
f. Solve for the answer and label it.
94
How did you find the activity? How did you solve multi-step
problem involving multiplication and addition?

a. Discuss the presentation under Explore and Discover on page__
of LM Math Grade 6 Lesson 16.
b. Ask the pupils to answer the exercises under Get Moving on
page____ of LM Math Grade 6.
c. For more practice, have the pupils do more exercises by solving
the problems under Keep Moving on LM Grade 6 page ___Check the
pupils’ answers.
To solve multi-step problem involving multiplication and addition of

decimals mixed decimals and whole number including money, we are
guided by the following:
1. Understand
Know what is asked
Determine the hidden question
2. Plan
Determine the operations to be used
3. Solve
Show the solution
Check your answer
State the complete answer

Read and solve the problem.
Peter bought 3 kilograms of carrots for Php 23.50 per kilo and 2
kilograms of beans at Php 12.75 per kilo. How much did he spend in
all?
a. What is asked in the problem?

c. What is the hidden question?
d. What operations will you use to solve it?
e. What are the number sentences?
f. What is the answer?
95
C. Assessment
Read and analyze, then answer the guide questions.
Yanyan saves Php 14.50 on Monday, Php 17 on

Tuesday, Php 15.25 on Wednesday, Php 13.75 0n Thursday and
Php 18 on Friday from his daily transportation allowance for 3
weeks. How much did he save for three weeks?

Anthony bought 3 t-shirts at Php 349.95 each and 2 pairs of

pants for Php 975.95 each. What is the total cost did he buy?

D. Home Activity
Remediation
1. Michael spent Php 80.50 for transportation and Php 225 for meal and snacks.
How much money can he spend in 4 weeks?
2. There are 35 boxes of noodles worth Php120.75 each and 20 boxes of canned
goods worth Php 240.00each to be given to the typhoon victims in Isla Verde.
How much is the total amount of noodles and canned goods?
96
Lesson 24: Solving Multi-Step Problems Involving Multiplication and
Subtraction of Decimals
I. Objective: Solves multi-step problems involving multiplication and subtraction

of decimals, mixed decimals and whole numbers including money using
appropriate strategies and tools
Values Integration: Generosity
✓ Subtracting and Multiplying Decimals
✓ Steps in Solving Word Problems

A. Materials: number cards, activity sheet
B. References: K to 12 Grade 6 Curriculum Guide- M6NS-If-113.3
Lesson Guide 2010 pp. 96-100

1. Drill
Give a drill on subtraction and multiplication of decimals through the
use of flash cards.
Relay Game
Mechanics:
a. Group the pupils into 2.
b. As the arbiter (the teacher or a bright pupil) flashes a
card, the two contestants answer as fast as they could.
c. The pupil who will give the correct answer first, gets the
point for his/her group.
d. The relay continues until the last flash cards are done.
e. The group with the highest points wins the game.
2. Review
Review the steps in solving multi-step problem.
(Let the pupil unfold the paper and read the phrase or sentence
with the parts of the multi-step problem. Let him/her give the step.)
3. Motivation
Have you been to a bookstore? What bookstore have you visited?
What did you buy there?
97
1. Presentation
One day, Bea and Noah visited a bookstore in Batangas City Bay
Mall. Noah wanted to buy 10 pieces of notebooks which costs Php
12.50 each but she only had Php 100.00. Bea offered to share her
money. How much did Bea share to Noah so that she could buy the
notebooks?

b. What are given?
e. Translate it into a number sentence.
f. How much did Bea share to Noah? If you were Bea, would you do the
same? Why?

Group the pupils into three. Let each group work on their activity.
Refer to the table below to solve the problem.
Item Price
Stationery 25.25
Spiral notebook 18.00
Pad paper 19.50
Organizer 85.75
Diary 56.50
Pentel pen 25.00
Group 1
Your group was given Php 200. You got 12 spiral
notebooks. Will your money be enough to buy your needs?
Why? Why not?
Group 2
You were given Php 500.00. You want to buy 5
organizers. Will your money be enough to buy your needs?
Group 3
Your group has Php 100.75 from selling bottles. You
need 3 pad papers for achievement test. Is your money
enough to buy your needs?
98
How did you find the activity? How did you solve multi-step problem
involving multiplication and subtraction?

a. Discuss the presentation under Explore and Discover on page__
of LM Math Grade 6 Lesson 16.
b. Ask the pupils to answer the exercises under Get Moving on
page____ of LM Math Grade 6.
c. For more practice, have the pupils do more exercises by solving the
problems under Keep Moving on LM Grade 6 page ___Check the
pupils’ answers.
To solve multi-step problem involving multiplication and

subtraction of decimals mixed decimals and whole number including
money, we are guided by the following:
1. Understand
Know what is asked
2. Plan
3. Solve
Show the solution
Check your answer
Jason has Php 100.00. He bought 8 pieces of sliding folder

which costs Php 12.75 each. How much change will he get?

99
C. Assessment
Read and analyze the problem, then answer the guide questions.
Michael’s allowance is Php 500 a week. He spent Php

80 for transportation and Php 225 for meal and snacks. How
much money can he save in 4 weeks?
a. What is asked?
c. What is/are the hidden question/s?
d. What are the operations to be used?
e. What is/are the number sentence/s?
For Rina’s birthday, mother bought a cake at Php 350,

4 gallons of ice cream at Php 450 each and cookies worth
Php 300. She brought with her Php 2,000. How much was left
to her money?
a. What is asked?
c. What is/are the hidden question/s?
d. What are the operations to be used?
e. What is/are the number sentence/s?
D. Home Activity
Remediation
Read, analyze and solve for the answer.
1. Lolo Kardo purchased 25 buli bags at Php 142.75 each. He sold each
bag for Php 150.00. How much did he gain?
2. Two television set marked at Php 18 795.50 each were bought for
Php 30,250.95. How much was the savings?
100
Lesson 25: Creating Problems Involving Multiplication with Addition of
Decimals and Whole Numbers
I. Objective: Create problems involving multiplication with addition of decimals

and whole numbers including money.
Values Integration: Love of Nature
✓ Basic Addition and Multiplication Facts
✓ Addition and Multiplication of Decimals
✓ Steps in Solving Word Problems

A. Materials: PowerPoint presentation, Activity Cards, show me board
B. Reference: K to 12 Grade 6 Curriculum Guide – M6NS – If – 114

1. Drill
Dual Activity: The teacher will conduct a game (Number Henyo)
a. Give the sum of the following sets of numbers.
118, 79 29.8, 908.12,
234.17 87.456
b. Give the product of the following sets of numbers.
234, 78.3
145 89.07
2. Review
Review on problem – solving steps and strategies by arranging the
jumbled letters below. Then, let the students share their ideas about the
concept / word formed.
REDUNDANTS UNDERSTAND
NALP
PLAN
LOVES
SOLVE
KCEHC CHECK
101
3. Motivation
Have you been to a sari – sari store? What do you usually buy?
(Let the students share their own experiences.)
1. Presentation
Troy buys four cans of sardines at P19.50 each.

He also buy a 25g coffee worth P26.25.
Carlo has 3.2 kg eggplant

Marlo harvested 4.15 kg of papaya.
Based on the given data, how will you create problems involving
multiplication with addition of decimals? How were you able to solve the
answer?

Group the pupils into four working teams. Let the groups work
collaboratively on Station 1 for group 1, Station 2 for group 2, station 3 for
group 3 and station 4 for group 4. Let the group have a gallery walk. Let
them present their output.
Group 1
Arrange the following details to create problems involving
multiplication with addition of decimals.
• If her normal load is 40 hours a week
• Cynthia earns Php 123.20 an hour
• How much does she get a week
• Php 160.50 per hour of overtime
Group 2
Study the table below. It shows the price of basic
commodities in a store. From the given, create problem
involving multiplication with addition of decimals.
Name of Price No. of Purchased

Item Item
Soap P20.50 5
Sugar P40 6
Milk P 32.50 3
102
Group 3
Create a problem based from the details given.
Given: 10.5 kg of lumahan
Twice 12.15 kg of dalagangbukid
Thrice 21.10 kg of tulingan
Asked: the total kilograms of fish does Mang Pedro caught

teacher will discuss the problem and model the solution.
Example Solution:
Troy buys four can of sardines at P19.50 each at Nanay Norming’s Sari –
sari store. He also buys a 25g coffee worth P26.25. How much money did he
spend in all?
Solution: 4 x 19.50 = P78.00
P78.00 + P26.25 = N
= P104.25
Carlo and Marlo harvested vegetables from their GulayansaPaaralan.
Carlo harvested 3.2 kg eggplant while Marlo harvested twice 4.15 kg of papaya.
How many kilograms of vegetables did the 2 boys harvested?
Solution: 3.2 + 2 (4.15) = N
3. 2 + 8.3 = 11.5 kg

a. Discuss the presentation under Explore and Discover, LM Grade 6.
b. For more practice, let the pupils answer exercises under Get Moving
and Keep Moving on LM, Math 6.
To create word involving multiplication with addition of

decimals and whole numbers, do the following:
✓ Familiarize yourself with the concept

✓ Think of the problem you want to create
a. Consider the character, setting, data presented, word
problem to be created and the key question.
b. Ensure that word problem is clearly stated and practical.
✓ Try to study word problems and their solutions.

Ask pupils to answer the exercises under Apply Your Skills on LM
Math 6.
103
C. Assessment
Create word problem using the following information:
• 5 sacks of sand bought by Mang Caloy

• Each sack of sand weigh 43.75 kg
• 2 sacks of gravel that weigh 213.43kg
• Total weight of sand and gravel
• Aling Maring went to a bookstore

• Purchased 4 books
• Costing P87.17, P105.50, P99.75, P 234.15
• Total amount she paid
• AlingMaring went to a toy store

• Purchased 4 toys
• Costing P23.50, P115.00, P80.25, P 123.50
• Total amount she paid
D. Home Activity
Remediation
Create a problem based from the situation below.
1. Given: 5 kilos of bananas at P30 / kilo

3 kilos of mangoes at P45 / kilo
2 kilos of atis at P25 / kilo
Asked: total amount of fruits
Problem: ________________________________________
2. Given: 4.17 km from San Antonio to San Agustin

1.24 km from San Agustin to San Andres
1.25 6.19 km from San Andres to San Agapito
Asked: If Michael covers it every day, What is the total kilometres
cover after 2 weeks?
Problem: ________________________________________
104
Lesson 26: Dividing Whole Numbers by Decimals
I. Objective: Divide whole numbers by decimals up to 2 decimal places.

✓ Dividing of Whole Numbers

A. Materials: flash cards, activity card, power point, laptop
B. References: K to 12 Grade 6 Curriculum Guide M6NS-lg 116.3a,
Lesson Guide in Mathematics
1. Drill
Dividing Whole Number by 1- Digit Divisor
Mechanics: The class will be divided into 3 groups. Members will be asked
to form a line. A player for each team will stand at the back. As the teacher
flashes an equation, players will give the answer orally.
Example: 136 ÷ 4 105 ÷ 7 25 ÷ 5 60÷6
2. Review
Group the class into 3. Each group will be given a problem to solve.
The first group to finish first and answered the problem correctly will be the
winner.
Group 1
A group of 15 families harvested 1 125kg of vegetables from their
cooperative garden. If they will receive equal shares, how many
kilograms of vegetables will each family get?
Group 2
Marife and Ana work in an office. Every day, they use an
average of 28 sheets of paper. How many days will it take them to use
728 sheets?
Group 3
The school hired 18 buses for the field trip. If there are 954 pupils,
how many pupils should ride in each bus?
3. Motivation
What sport/game do you love? Have you play that game? What
characteristic do you possess if you are in a group?
105
1. Presentation
Station 1
Allan jogged a total of 40 km. during his stay in his hometown.
If he jogged 0.20 km daily, how long was his stay in the hometown?
Task: Analyze the problem by answering the following questions:

a. What did Allan do when he was in his hometown?
b. What is asked in the problem?
c. What facts are given to solve the problem?
d. What operation will you use to solve the problem?
f. Solve the problem step by step:
Step 1 –Make the divisor a whole number by moving the
decimal point in places to the right.
Step 2 – Move the decimal point of the dividend the same
number of decimal places in the divisor.
Step 3 – Divide like dividing whole numbers
Station 2
Mother has a small sari-sari store. Everytime she buys
a 50-kilo cavan of sugar, she repacks it into smaller bags weighing
0.25 kilo. How many small plastic bags are needed by mother?

3. What should be done to solve the problem
4. Translate the problem into an equation?
5. Show your solution, step by step
Station 3
Ramon regularly drops 25-centavo coins in his piggy bank. All
in all, he has Php 150. How many Php 0.25 are there in Php 150
106
3. Translate the problem into an equation?
4. Show your solution, step by step

Group the pupils into three working teams. Let the members of the
group work cooperatively on Station 1 for group 1, Station 2 for group 2,
Station 3 for group 3.

Guide Questions:
1. How did you solve the problem?
2. How do you divide whole numbers by a decimal number?

A. Find the quotient
1.0.15 )456 2. 0.32 )48 3. 0.61) 5185
4. 0.25)125 5. 0.36)22 005
B. Divide and check your answer.
1. 0.13)4732
2. 0.56)4032
3. 0.62)2015
4. 0.24)1968
5. 0.35)12 215
107
To divide whole numbers to decimals the following steps

should be followed:

Solve the word problem completely.
1. Cheska has 147 metres of red ribbon. She cut it into pieces 0.21metre
long each. How many pieces of ribbon does she have?
2. Robert plans to go to the province for a vacation. He wanted to buy

presents for his 14 nephews. He allotted Php 2500.75 for them. How much
did each one receive?
C. Assessment
Divide the following:
1. 0.32)1 984
2. 0.04)848
3. 0.04)92
4. 0.23)115
5. How many pieces of string 0.62 dm long can be cut from a

21204m spool of string?
D. Home Activity
Remediation
Solve and check.
1. 0.30)19 470 2. 0.07)44 919 3. 0.05)105
Enrichment
Find the quotient.
1. 0.20)8 284 2. 0.15)20 535 3. 0.08)2 470
4. 0.24)3 672 5. 0.32)4 028
108
Lesson 27: Dividing Decimals by Whole Numbers
I. Objective: Divide decimals by whole numbers.

Values Integration: Love of Nature
✓ Dividing whole numbers
✓ Dividing whole numbers by decimal numbers

B. References: K to 12 Grade 6 Curriculum Guide M6NS-lg 116.3b,

1. Drill
Dividing Whole Number by 1-Digit Divisor
Mechanics: Relay Game
Group the class into two. There will be a representative for every
group. They have to answer the given numbers on the flashcard. It will
continue until one group reach the score of 10 and they will be declared as
the winner.
Example: 136 ÷ 4 105 ÷ 7 225 ÷ 5
2. Review
Find the quotient:
a. 0.03)132 b. 0.42)1 848 c. 0.25)125
3. Motivation
Do you plant trees? Is it important to plant fruit-bearing trees?
Why?
1. Presentation
Mang Juan harvested 18.75kg of banana. He plans to place these
in 5 plastic bags. How many kilo of banana will each bag contains?
Guided Questions:
a. What are given?
b. What is asked?
c. What operation should you use to solve the problem?
109
Group 1
Jane, Anne and Aiza bought materials for their
project worth Php276.45. The girls divided the amount
equally among themselves. How much is each share?
Group 2
Mang Kardo, a fisherman caught 25.45 kg of fish.
He distributed the fish equally among his 10 relatives.
How many kilograms did each get?
Group 3
Aling Ana sold 55.125 kilos of mangoes. If 15
persons bought mangoes, how many kilos did each
person buy?

Guide Questions:
1. How did you solve for the answers?
2. How do you divide decimal by whole number?

A. Find the quotient
1. 26 )131.04
2. 19)28.5
3. 85)158.95
4. 37)93.61
5. 58)101.50
B. Find the quotient
1. 28 )35.56
2. 36)182.88
3. 80)163.64
4. 16)638.92
110
To divide decimals by whole numbers

• Place the decimal point to the quotient directly above the
decimal point of the dividend;
• Divide as in whole numbers.
• Annex zeros to the dividend when necessary
6. Applying the New and other Situation

Find the quotient:
1. What is 45.80 divided by 20?
2. What is the quotient of 243.15 and 15?
3. Find the quotient when 94.5 is divided by 15
4. How many 8 kg are there in 164.44kg?
5. How many 5 m are there in 261.45m?
C. Assessment
Find the quotient.
1. 12)558.9
2. 32)185.60
3. 76)26.22
4. 24)42.48
5. 22)79.42
D. Home Activity
Remediation
Solve and check.
1. 33) 53.46 2. 27) 17.82 3. 24)84.48
1. 37)45.51 5. 73)68.62
Enrichment
Solve and check.
1. 85)195.50 2. 20) 648.82 3. 12)41.76
4. 32)114.56 5. 18)594.72
111
Lesson 28: Dividing Whole by Decimals Up to 2 Decimals Places
I. Objective: Divide whole numbers by decimals up to 2 decimal places and vice

versa.
✓ Dividing whole numbers
✓ Dividing of whole numbers by decimal numbers

B. References: K to 12 Grade 6 Curriculum Guide M6NS-lg 116.3c,

1. Drill
Game Relay
a. Teacher prepares flash cards with division equation.
b. Players for each group stand at the back.
c. As the teacher flashes the card, each player will give the
answer.
d. The first to give the answer correctly, will take 1 step forward.
e. The first to reach the platform, wins the game.
Example: 1. 45 ÷ 3 = n 2. 80÷5 = n 3. 55÷5 = n
2. Review
Game Relay
a. Teacher prepares activity cards
Mechanics:
1. Place equal stacks of cards with identical problems.
2. As the teacher says “Go” the first player for each team
goes to the board and solves the problem on the first card.
3. As soon as the first player finished, the second player
takes the next card and solves the problem correctly.
4. If the solution is incorrect, the next player must solve the
same problem.
5. The first team to complete its stack of problems correctly
will be declared as winner.
Ex. a. Jean has 35 metres of wire for hanging
pictures. If she needs 0.5 metre of wire for each picture, how
many pieces of wire can be cut from it?
112
b. A piece of string is 372 dm long. How many pieces of 2.5
dm long can be cut from it?
3. Motivation
Have you experienced helping others? When? How do you feel?
1. Presentation
Mr. San Juan has Php 3, 345.75, he wants to give it to the orphans
in one of the many orphanages in the country. How much will each child
receive if he decides to give it to 15 orphans?
What are given? What is asked? What operation should you use to
solve the problem?

Working by station
a. Group the class into3.
b. Assign each group their respective base then solve/do what
is asked of them in each base.
c. After 3 minutes, each group will transfer to the next base
until all groups have finished solving the problems in all the
bases.
d. Each group will then present their work to the class.
Write the mathematical sentences and solve.
Base 1
Gloria sold 45 kilos of mangoes. If each
person bought 0.75 kilos, how many people bought
mangoes?
Base 2
Onyok saves Php 1 264.20 for 12 days. How
much did he save every day.
Base 3
A contractor will develop a subdivision with an
area of 454, 865 sq. meters to be subdivided into 72.5
sq. meters per lot. How many lots would there be?

Guide Questions:
1. How did you solve for the answer?
2. How do you divide whole numbers by decimals up to 2 decimal
places and vice versa?
113
A. Find the quotient and check your answer.
1. .14)749
2. .38)1026
3. 14)37.24
4. 36)73.8
5. 0.25)3514
B. Divide
1. 12.35 ÷ 19 = 4. 10.26 ÷ 38 =
2. 43.95 ÷ 15 = 5. 260 ÷ 0.20 =
3. 648 ÷ 0.72 =
To divide decimals by whole numbers

• Place the decimal point to the quotient directly above
the decimal point of the dividend;
• Divide as in whole numbers.
• Annex zeros to the dividend when necessary
To divide whole numbers by decimals

• Move the decimal point of the divisor 2 places to the
right or multiply by 100 to make it a whole number.
• Do the same with the dividend.
• Divide like dividing whole numbers.
6. Applying New and Other Situation

Read and solve the problem. Check your answer
1. A rope is 708 metres long. How many 5.9-metre pieces can
be cut from it?
2. If d= 143.75 and e= 23, what is d÷e?
3. How many ribbons, each measuring 1.5 decimetres long,
can be cut from a piece 54 decimetres long?
114
C. Assessment
Find the answer.
1. 0.95)7 904 2. 16)44.32 3. 25)64.85
4. 42)8.40 5. 90) 46.53
D. Home Activity
Remediation
Find the quotient and check your answer.
1. 78.12÷12 =
2. 9600÷0.06 =
3. 975÷ 0.05 =
4. 6812÷ 0.20 =
5. 5360÷ 0.22 =
Enrichment
Lina bought a ribbon in the market. It measures 314 m.
long. How many 2.4-m pieces can be cut from it?
115
Lesson 29: Dividing Decimals up to 4 Decimal Places by 0.1, 0.01 and 0.001
I. Objective: Divide decimals up to 4 decimal places by 0.1, 0.01 and 0.001.

Values Integration: Being Thrifty
✓ Multiplying whole numbers by 10,100,1000
✓ Multiplying decimal numbers by 0.1, 0.01, 0.001

A. Materials: flashcards, powerpoint presentation
B. References: K to 12 Curriculum Guide, M6NS – Ih – 116.5
Lesson Guide in Elementary Mathematics 6, pp.127 – 130
1. Drill – Mental Computation
5 x 10 8 x 100 16 x 100
5 x 100 8 x 400 82 x 100
5 x 1000 8 x 4000 735 x 1000
2. Review
Complete the chart by giving the product.
Decimal X 0.1 X 0.01 X 0.001

38.46
499.7
6.389
72.46
3. Motivation
Have you experienced to buy food at the market? What food did you
buy?
What did you do with them?
Have you divided it and placed in different containers?
Have you found some easy ways to do it?
116
1. Presentation
Tina and Vicky went to the market to buy 5.75 kg of ground meat. Then,
they came home. They divided the whole meat into one- tenth and put it in plastic
bags for future use. How many bags of meat were there?
If you were Tina and Vicky, will you divide it again into one- hundredth
and one- thousandth? If yes, how many bags of meat do you think can they
make?
Valuing: What kind of girls are Tina and Vicky? Do you also save?

a. Group the pupils into 3 groups.
b. Let each group answer one situation and observe the pattern used
in dividing decimal number by 0.1, 0.01, 0.001.
Situation A Situation B Situation C
5.75 ÷ 0.1 5.75 ÷ 0.01 5.75 ÷ 0.001

The pupils will present their works and discuss it in class. The teacher
will discuss the problem and model the situation.
Guide Questions:
1. Is the activity interesting?
2. What did you do to find the answer?
3. Did you observe pattern in dividing decimal numbers by 0.1, 0.01, 0.001?

a. Discuss the presentation under Explore and Discover, LM Grade 6.
b. For more practice, let the pupils answer exercises under Get Moving
and Keep Moving on LM , Math 6.
c. Let the pupils perform the operation.
1.) 65.12 ÷ 0.1 =
2.) 6.298 ÷ 0.01 =
3.) 85.72 ÷ 0.001 =
4.) 0.8935 ÷ 0.001 =
Answer the following.
1. What is the quotient when 394.85 is divided by one – tenth?
2. When 67.39 is divided by 0.001, the quotient is ______.
3. Find the quotient of 188.13 divided by 0.01.
117
• To divide decimal numbers by 0.1, move the decimal point one place
to the right.
• To divide decimal numbers by 0.01, move the decimal point two
places to the right.
• To divide decimal numbers by 0.001, move the decimal point three
places to the right.

Your mother bought 12.75 kg of salt. You were asked to divide it into
one tenth. She also asked you to keep it inside small plastic bags properly
labelled. How many bags of salt would you able to get?
C. Assessment
Divide the decimal numbers by 0.1, 0.01 and 0.001 to complete the table.
Decimal ÷ 0.1 ÷ 0.01 ÷ 0.001

1. 74.6
2. 36.32
3. 4.356
4. 289.1245
D. Home Activity
Remediation
Find the quotient.
1.) 6.873 ÷ 0.01 = ___________
2.) 9.3738 ÷ 0.001 =___________
3.) 283. 46 ÷ 0.1 = ___________
4.) 21.029 ÷ 0.001 =___________
5.) 16.49 ÷ 0.01 =___________
Enrichment
Answer the following.
1. The quotient of 18.15 divided by 0.1 is ______.
2. _______ is the quotient when 418.0394 is divided by 0.001.
118
Lesson 30: Dividing Decimals up to 2 Decimal Places by 10, 100 and 1000
I. Objective: Divide decimals up to 2 decimal places by 10, 100 and 1000

mentally
✓ Multiplying Decimals by 10, 100, 1000 mentally
✓ Dividing of Whole Numbers by 10, 100, 1000 mentally

A. Materials: flashcards, powerpoint presentation
B. References: K to 12 Curriculum Guide, M6NS – Ih – 118
Lesson Guide in Elementary Mathematics 6, Pp. 125 – 127
1. Drill
Mental Computation in a form of a game/relay
0.3 x 10 0.3 x 100 0.3 x 1000
1.5 x 10 1.5 x 100 1.5 x 1000
2. Review
Divide the following whole numbers by 10, 100 or 1 000 mentally.
25 ÷ 10 306 ÷ 10 1 024 ÷ 10
25 ÷ 100 306 ÷ 100 1 024 ÷ 100
25 ÷ 1000 306 ÷ 1000 1 024 ÷ 1000
3. Motivation
Have you been to an evacuation center?
Who stays there?
As a Grade VI pupil, how will you help these people?
Why will you do those things?
119
1. Presentation
Dr. Donato G. Bueno has PHP26, 546.85. He wants to give it to the flood
victims in one of the evacuation center in Batangas City. How much will each
one receive if he decides to give it to 10 victims? How about to 100 victims?
How about to 1 000 victims?
Guide Questions:
How much does Dr. Bueno have?
What does he want to do with his money? Why do you think he will do it?
How many victims is he planning to give money?
How will you solve for the answers?

Group the pupils into three working teams. Ask them to work cooperatively
in finding the answer to the situations in each learning stations. Each team will
perform the activities in all the learning stations. Give them enough time to think
and perform the task.
Station 1 Station 2
Station 3
Divide by
Divide by 100 Divide by
10
mentally 1000
mentally mentally

The pupils will present their works and discuss it with the class.
Guide Questions:
2. How did you get the answer?

Complete the table by dividing mentally.
Decimal ÷ 10
0.18
7.6
29.74
88.9
376.84
120
Decimal ÷ 100
0.18
7.6
29.74
88.9
376.84
Decimal ÷ 1 000
0.18
7.6
29.74
88.9
376.84
To divide decimals by 10, 100 or 1 000 mentally:

a. move the decimal point in the dividend to the left as
many places as the number of zeroes in the divisor
b. add zero/zeroes before putting the decimal point if
needed.

Mrs. Susan Panganiban wants to know which will cost more – a 100 -
kg ground pork that costs PHP16 550.00 or a 10 – kg pork chop that costs PHP1
607.50? If you were her, what will be your answer? Why?
C. Assessment
Divide the decimals by 10, 100 or 1 000 mentally. Choose the answer
from Column B. Write the letter only.
A B
1.) 0.78 ÷ 10 a. 0.102
2.) 3.77 ÷ 10 b. 0.377
3.) 10.2 ÷ 100 c. 1.1946
4.) 301.93 ÷ 100 d. 3.0193
5.) 1 194.6 ÷ 1 000 e. 0.078
121
D. Home Activity
Remediation
Divide mentally.
1.) 0.37 ÷ 10 = 2.) 2.57 ÷ 100 = 3.) 934.78 ÷ 1 000 =
Enrichment
Find the missing number.
1.) 323.42 ÷ ____ = 3.2342 2.) ____ ÷ 10 = 76.536
122
Lesson 31: Differentiating Terminating from Repeating/Non- terminating
Decimal Quotient
I. Objective: Differentiate terminating from repeating, non-terminating decimal

quotient.
✓ Dividing whole numbers by 1 -2 digit number
✓ Dividing whole numbers by whole numbers with decimal
quotient

A. Materials: flashcards, charts, laptop, activity cards
B. References: K to 12 Grade VI Curriculum p. 153 M6NS-Ii-119
Math and Me p. 55

A. Preparatory Activities
1. Drill
Show or flash the following. Have the pupils give the answer.
180 ÷ 30 =
180 ÷ 30 = 120 ÷ 60 75 ÷ 25 =
90 ÷ 15 = 81 ÷ 9 =
2. Review
Puzzle : Fill Me
____ , ____, ____ , ____ , ____ , ____ , ___ , ___ , ____, ___, ____
0.5 0.25 0.75 0.2 0.4 0.6 0.8 0.5 0.4 0.6 0.125
____ , ____, _____, _____, _____, _____, _____ , ____ , _____

0.75 0.25 0.375 0.25 0.8 0.5 0.4 0.6 0.125
Group I Group II Group III

T = 1 ÷ 2 I = 2 ÷ 5 P= 3 ÷ 8
N = 3 ÷ 5 E = 3 ÷ 12 M = 1 ÷5
R = 3 ÷ 4 A = 4 ÷ 5 G = 1 ÷ 8
123
3. Motivation
Ask if anyone has identified the two important terms in the puzzle.
What is the first term? the second?
How did you find the two words easily?
Did you work with your group cooperatively?
1. Presentation
Activity
a. Group the class into four.
b. Distribute the activity cards for them to answer.
I II
6 ÷ 12 = 2 ÷ 3 =
3 ÷ 5 = 1 ÷ 6 =
III IV
2 ÷ 5 = 3 ÷ 9 =
5 ÷ 8 = 4 ÷ 7 =
Have volunteers from each group show their solutions. Discuss

the solutions given.
2. Performing of Activities
Have each group look again at their solutions. Let them place the
decimal quotients under the proper column.
End in Zeros Continuous

________________________________
_____________ _______
After all groups presented, how did you find the activity?
How did you solve for the answers?
What is the difference between terminating from non/terminating or
repeating decimals.
124
Discuss more examples on division of whole numbers with quotient

in terminating and non-terminating or repeating decimals. Solve and
identify if the decimal quotient is terminating or a repeating/non-
terminating decimal.
a. 1 ÷ 13
b. 6 ÷ 11
c. 20 ÷ 12
a. Terminating decimal – ends with a remainder of zero

b. Non-terminating/repeating decimal- gives the same remainder
repeatedly.
6. Applying to the other Situations

Ask the pupils to do Activity 1 – 3 under Apply Your Skills on LM
Math 6
C. Assessment
Solve and identify if the decimal quotient is terminating or repeating/
non-terminating decimal.
1. 5 ÷ 4
2. 12 ÷ 9
3. 11 ÷2
4. 3 ÷ 7
5. 4 ÷ 11
A. Home Activity
Remediation
Divide and write TD if the answer is terminating and RD if
repeating/non-terminating decimal.
1. 3 ÷ 10 2. 9 ÷ 6 3. 2 ÷ 7
4. 13 ÷ 12 5. 8 ÷ 14
Enrichment
Choose a number as a divisor. Use any ten numbers as your
dividend. Solve for the quotient. Then identify if it is terminating or
repeating/non-terminating decimal.
125
Lesson 32: Solving Routine and Non-Routine Problems Involving Division
of Decimals by Mixed Decimals
I. Objective: Solving routine and non-routine problems involving division of

decimals by mixed decimals including money using appropriate problem solving
strategies and tools.
✓ Steps in solving word problems
✓ Basic division facts
✓ Concept of four basic processed

A. Materials: drawing, charts
B. References: K to 12 Curriculum Guide 6 M6NS-Ii-120.2
Lesson Guide 6, p.132
Mathematics for Everyday Use 6 p. 175
Growing Up With Math 6, p.175

1. Drill
a. Mr. Roco bought a T-shirt for ₱210.10 a pair of denim pants for
₱675.00 and a pair of socks for ₱50.60. How much change did he get for
his ₱1,000.00 peso bill?
b. Sonia had ₱45.25 in her pocket and ₱38.35 more. Find the total
amount of money she had in all.
c. A branded medicine tablet for fever costs ₱4.75. A generic tablet
for fever costs ₱1.95. How much more does the branded medicine cost
than the generic one?
2. Review
Group the class into 4. Each group must have their representative
and answer the given numbers.
Example: 5 ÷ 4 9 ÷7 11÷10
3. Motivation
Where do you buy your school supplies and other things?
In which store are the supplies cheaper?
Which stores do you prefer the cheaper or more expensive? Why
cheaper? More expensive?
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1. Presentation
Problem A
At the National Bookstore, 3 notebooks cost ₱54.75. The same kind of
notebooks sells at ₱183.00 per dozen at New Quality. How much cheaper does a
notebook sell at New Quality than at National Bookstore?
1. What is asked?
2. What are the given?
3. What are the hidden questions?
4. What processes will I use?
5. What is the number sentence?
6. Solve.
7. Give the complete answer.
8. Is the answer sensible?
9. Is the computation correct?
Problem B
Raynan bought 5.5 kilos of rice for ₱57.75 and sold them at
₱13.50 each kilo. How much profit did he get for each kilo of rice?

Group the pupils into three learning teams. Ask the groups to
work as a team in solving the answer to the problem. Give them enough
time to perform the task.

Understand:
Know what is asked: How much cheaper a notebook sells at New Quality
Commercial than at National Bookstore.
Plan:
Determine the operation to be used: Division & Subtraction
Write the number sentence:
[(54.75 ÷ 3) - ( 183 ÷ 12)] = N
18.25 - 15.25 = N
3 =N
A notebook is ₱3.00 cheaper at New Quality Commercial than at National
Bookstore.
Check and Look Back:
Use a calculator to check. Let the leader post their work on the board and
let them explain their solution.
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Solution to Problem B
57.75 ÷ 5.5 = 10.50

13.50 – 10.50 = ₱3.00 is the profit for each kilo of rice

Guide Questions
3. In which problem did you enjoy solving? Why?
4. What operations we used to solve it?
5. What is your number sentence? What is your final answer?
6. What about problem B?
7. How were you able to solve it? Do you have a number sentence
to solve it?
8. Did you work with your groups cooperatively?
9. When you solved the problem easily, how did you feel?
The first problem is an example of a routine problem. Routine

problem solving concerns problems that are useful for daily living.
The second problem is an example of a non-routine problem. Non-

routine problem solving is mostly concerned with developing pupil’s
mathematical reasoning power and fostering the understanding that
mathematics is a creative endeavor. The kind of problems helps the
teachers to motivate and challenge their pupils. Some strategies used in
these kinds of problem are Acting, Listing/table Method, Guess and
Check, Drawing/Diagram, Number Line Model, Using Patterns, Working
Backwards, etc.

a) Apples cost ₱20.00 while ponkans costs ₱15.00. If you have ₱100,
can you buy 6 of each fruit?
b) The carpet costs ₱2,568.75 with 2 square meters. Suppose you want
to buy 6.5 square meters of carpet, how much will you pay?
128
division of decimals by mixed decimals including money using
appropriate problem solving strategies and tools are:
1. Understand
Know what is asked
2. Plan
3. Solve
Show the solution
Check your answer

Read and solve:
a) Mila has ₱59.90 left in her purse. She has to buy ribbons for the
gifts. Each metre of a ribbon costs ₱5.50. How many metres of ribbon
can she buy?
b) Dessa, Liza and Mariz bought materials for their project worth
₱276.45. The girls divided the amount equally among themselves. How
much is each share?
C. Assessment
Read and solve the following problems:
a) Ana Marie is planning to buy a new CD player worth ₱4,500.25. He
tries to save ₱400.30 a week from his allowance. How many weeks will it
take him to save the amount enough to buy the CD player?
b) Jose saves ₱105.35 a week. How long will it take him to save ₱1,264.20?
c) Berto plans to go to Batangas province for a vacation. He wanted to buy

presents for his nephews worth ₱289.45 each. He allotted ₱1,157.80.
How many nephews does he save in the province?
d) Mrs. Ana De Silva is a businesswoman. Every first week of December,

she deposits ₱51,028.00 for the Christmas bonus of her employees. Each
employee receives ₱6,378.50. How many employees are there?
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D. Home Activity
Remediation
Read, analyze and solve.
1. Freddie received ₱787.20 one week. How many hours did he work if his
rate is ₱20.50 per hour?
2. Ka Edwin worked for 32.5 hours and earned ₱698.75. How much did
he earn per hour?
Enrichment
Solve this problem.
A candy costs 50 centavos each. How many can you buy if you have,
(a) ₱2.00 (b) ₱10.00?
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of Whole Numbers by Decimals or Mixed Decimals Including
Money Using Appropriate Problem Solving Strategies and Tools
I. Objective: Solve routine and non-routine problems involving division of whole

number by decimals or mixed decimals involving money using appropriate
problem solving strategies and tools.
Values Integration: Strive hard to succeed
✓ Steps in solving word problem

A. Materials: charts, flashcards, laptop, tv/projector
B. References: K to 12 Grade 6 Curriculum Guide M6NS- Ii- 120.2
Lesson Guide in Elementary Math 6 pp. 117 -121
Mathematics for a Better Life 6 p. 186
Mathematics for Everyday Use pp. 172 -174

1. Drill – Give Me the Quotient
Game Relay
a. Teacher prepares number cards with division

b. Player from each group stand at the back
c. As the teacher flashes the cards, each player will give the
answer
d. The first to give the answer correctly will take 1 step forward.
e. The first to reach the front, wins the game
30 ÷ 5 = 20 ÷ 4 =
36 ÷ 6 = 45 ÷ 9 = 60 ÷ 10 =
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2. Review
Solve the problems mentally.
a. Five tickets to a concerts at the Batangas City Coliseum cost

P250. How much does one ticket costs.
b. Aling Maring uses 0.50 kilograms of onions per day for cooking.
How many days will it take to her to consume the 10 kilograms of
onions?
c. Nelly needs P1 coins for change in the store. She goes to
Hypermarket to change her P50. How many pieces of P1 coins
will she receive?
3. Motivation
Ask pupils if they own the lot they are residing.
Ask them also how they acquired it? If you don’t own it, what must
you do in order to own one?
1. Presentation
Problem A
Mang Luis is a hardworking man who lives in Balagtas, Batangas City,

owns
• W six hectares of land. In her will, he divided his lot equally among
his sons.
h If each son will get 1.2 hectares, how many sons does he
have?a
W
c. What is the operation to be used?
d. What is the mathematical sentence for the problem/
e. What is the answer?
Problem B
Lorie brought home 3 pieces of bananas. She wants to have each of

her sister 0.75 part of banana. How many sisters does she have?
Strategy : By Drawing a model
a. What is the answer to the equation?

b. How did you get the answer?
c. How will you draw the solution?
132
Group the class into learning teams. Ask the groups to work as a
team in solving to the problem. Give them enough time to perform the
activity.
Solution to Problem A: Using the 4-Step Plan

Understand: Know what is asked: the number of sons Mang Luis
has.
Plan: Operation to be used: Division
6 ÷ 1.2 = N
6 ÷ 1.2 =5 sons
Check and Look Back: Use the inverse operation
5 x 1.2 = 6 hectares
• After all groups have finished solving the problem, ask them to
post their output on the board and let them explain their answer.
Lorie has 4 sisters.

4
1 2 3

After all groups have presented their output, ask the following
questions
• How did you find the activity?
• Which of the two problems is easier to solve?
• In which problem did you enjoy solving? Why?
• What operation did we use to solve it?
• What is your number sentence? What is your final answer?
• How about problem B?
• How were you able to solve it? Do you have a number sentence
to solve it?
• When you solved the problem easily, how did you feel?

Ask the pupils to work on item 1-2 under Get Moving. Check
their answer and provide immediate remedial measures.
For more practice, have the pupils do more exercises by
solving the problem under Keep Moving, number 1-3 LM Math Grade
6.
133
To solve routine and non-routine word problem involving division
of whole number by decimal or mixed decimal including money using
appropriate problem solving strategies and tools, just follow these steps:
Understand
Know what is asked.
Plan
Write the hidden question
Solve
Use the operation to solve
Check and Look Back
Write the correct answer
Non-routine problems can be solved without standard

procedure. They can be solved by drawing a picture, using a number
line, activity, making a table, number line and others.

Have the pupils do the problems 1 and 2 Apply Your Skills
on LM Math Grade 6.
C. Assessment
Read and solve the following problem.
1. A box containing pingpong balls weighs P130 grams. Each ball
weighs 2.6 grams. How many pingpong balls are there in the box?
2. Aling Marta paid P120 for 2.5kilograms of rice. How much did she
pay per kilogram of rice?
3. A passenger jeepney consumes 120 liters of gasoline in 3.2 days.
How many liters does it consume in a day?
4. A regular lunch order in the school canteen usually costs P22.50. If
the total sale for lunch is P900, how many pupils had lunch at the
canteen?
5. A rope 70 meters long was cut in several pieces, each 3.5 meters
long. Into how many was the rope cut?
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D. Home Activity
Remediation
Write the number sentence. Then solve.
Mr. and Mrs. Chavez bought 1011 square meters of land
which they subdivided into lots of 84.25 square meters each. How
many lots were there?
Enrichment
Solve the problem.
Aling Nemia repacked 33 kilograms of brown sugar into bags
of 2.2 kilograms each. How many bags of brown sugar are there?
135
of Mixed Decimals by Mixed Decimals
I. Objectives: Solve routine and non-routine problems involving division of mixed

decimals by mixed decimals including money using appropriate problem solving
Values Integration: Thriftiness
✓ Steps in solving word problems
✓ Concept of four basic processed

A. Materials: drawing, charts, flashcards
B. References: K to 12 Curriculum Guide 6 M6NS-Ii-120.2
Lesson Guide 6, p.135-136
Elementary Mathematics Towards Excellence 6,
pp. 134 & 137,
Math & Me 6 pp. 57 & 61

1. Drill - Game Relay
a. Teacher prepares flashcards of division of whole numbers by whole
numbers with decimal quotients.
Ex: 3 ÷ 4 1÷2 4÷5
b) Group pupils by row.
c) As the teacher flashes the card, the first pupil in the row will write his
answer in an answer sheet provided for their group.
d) He then passes the answer sheet to the next pupil to answer the
problem flashed by the teacher.
e) Teacher keeps on flashing problem cards until the last pupil in the row
has answered.
f) The team with the most number of correct answers wins.
2. Review
Game: Fish Bowl
Mechanics:
a) Teacher prepares division equations on dividing decimals by mixed
decimals written on a piece of paper, rolled and then placed in a fish
bowl.
b) Teacher will ask questions about mathematics facts.
c) The first pupil to give the correct answer has the chance to pick a rolled
paper in the fish bowl, read the problem, then solve it on the board.
136
d) If the answer is correct, he/she gets a point.
e) If the answer is wrong, the teacher will ask the question again.
f) The pupil with the most number of points wins.
Ex: 59.75 ÷ 9.89 46.88 ÷ 9.26 771. 45 ÷ 5.45
3. Motivation
When you want toys, how can you acquire them? Are you going to
save your remaining allowance so as you can buy toys? How do you feel
when you finally buy the toy? Are you happy? Why?
B. Development Activities
1. Presentation
Problem A
Rico wants to buy a battery-operated toy car which costs ₱587.50.
He already saved ₱150.00 and his Ninong gave him ₱200.00. If he saves
₱12.50 a day from his allowance, how long will it take him to save the rest
of the money to buy the toy car?
a) What is asked in the problem?
b) What are the given facts?
c) How many hidden questions are there?
d) What operations are involved?
e) What is the second hidden question?
f) Write the mathematical expression for hidden question a and b.
g) What will you use to separate the first hidden question from the
second hidden question?
Problem B
Mang Larry brought 2 bags of onions to market. Each bag weighed
6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilogram per
pack and sold each pack for ₱12.50. How much will he get if all the packs
were sold?
Strategy: By drawing method
a. What is the answer to the problem?
b. How did you get your answer?
c. How will you draw the solution?

Group the pupils into three learning teams. Ask the groups to work as a
team in solving the answer to the problem. Give them enough time to
perform the task.

Understand:
Know what is asked: numbers of days Rico save the rest of money to
buy the toy car
Plan: Determine the operation to be used: Addition,
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Subtraction & Division
Write the numerical sentence:
[₱587.50 - (₱150.00 + 200.00)] ÷ 12.50 = N
[₱587.50 - (₱150.00 + 200.00)] ÷ 12.50 = N
= [₱587.50 - 350.00] ÷ 12.50 = N
= 237.50 ÷ 12.50 = N
= 19 days
Check and Look Back: Use a calculator to check. After all groups
have finished solving the problem, ask them to post their output on the
board and let them explain their solution.
6.5kl 6.5 kl.

6.5 + 6.5 = 13 ÷ 0.25 x 12.50 = ₱52.00 earned for 13 kilos of onions

Guide Questions
3. In which problem did you enjoy solving? Why?
4. What operations we used to solve it?
5. What is your number sentence? What is your final answer?
6. What about problem B?
7. How were you able to solve it? Do you have a number sentence
to solve it?
8. Did you work with your groups cooperatively?
9. When you solved the problem easily, how did you feel?

Read, analyze and solve.
a. Marla bought 11.5 kilograms of mango for ₱494.50. If she
sold a kilo of mango at ₱60.75, how much did she gain?
b) Raul bought 5 blank CDs at ₱13.50 each and a portable
speaker for ₱155.35. If he gave the cashier a ₱596.00, how much
change did he receive?
c) Carmela bought 3 loaves of bread and 5 special ensaymadas
for ₱242.50. How much does each loaf of bread cost if a special
ensaymada costs ₱21.50?
138

division of decimals by mixed decimals including money using
appropriate problem solving strategies and tools are:
1. Understand
Know what is asked
2. Plan
3. Solve
Show the solution
Check your answer

Read and solve
a) A carpenter agreed to make 2 tablets for ₱849. 50 each, 26
desks for ₱105.75 each, and 5 cabinets for ₱550.35 each. The
materials cost him ₱12,340.00. What different questions can you ask to
complete the problem? Solve each.
b) Luciana saved ₱5.25 a day. When she counted her money, she
found out that she had ₱73.50. How many days did it take her to save
that amount?
C. Assessment
Read and solve the following problems
a) Lina and her classmates went swimming. They spent ₱1,206.25
for food and ₱1,172.50 for transportation and entrance fees. They got
₱1,196.75 from the club funds and each one shared ₱98.50 to pay for
the remaining expenses. How many shared in the amount?
b) Aida receives ₱220.50 as school allowance from her mother.
Her aunt gave her an additional ₱183.75. If her daily expenses is
₱36.75, for how many days will her allowance last?
c) Ruby’s expenses for Monday was ₱39.50, Tuesday ₱62.30,
Wednesday ₱56.70, Thursday ₱39.50, and Friday ₱45.80. What was
her average expense per day?
d) Meynard paid ₱349.50 for 18.75 litres of gasoline. What is the
cost of one litre of gasoline?
139
D. Home Activity
Remediation
Write the mathematical equation, then solve the following problems.
a) Nonoy and Betoy repaired a broken rattan bed and were paid
₱1,128.00. If Nonoy worked for 8.5 hours and Betoy for 7.5 hours, how much
were they paid per hour?
b) Mariana needs ₱0.25 coins for change in the store. She goes to the
bank to change her ₱30.00 to ₱0.25 coins. How many pieces of ₱0.25 coins
will she receive?
Enrichment
Solve this problem:
1) Company A rents cars for ₱500 per day plus ₱14.75 per km. Company B
rents cars for ₱450 per day plus ₱16.25 per km. What is the difference in the
total rental charges on a trip of 550 km if the trip takes 2 days?
140
Lesson 35: Solving Multi-step Routine and Non-Routine Problems involving
Division and Addition of Decimals
I. Objective: Solve multi-step routine and non-routine problems involving division

and addition of decimals mixed decimals, and whole numbers including money
using appropriate problem solving strategies and tools.
Values Integration: Industry and Perseverance
✓ Adding and Dividing Decimals
✓ Solving Multi-Step Word Problem

A. Materials: strips of paper, index card
B. References: K to 12 Curriculum Guide M6NS-Ij-120.3

1. Drill - Mental Computation
Each pair of pupils will answer orally the word problems read by the
teacher. Each correct answer will be given 2 points.
a. Aling Josie bought 1.5kg of pork, 1.25 kg of chicken and 1.25 kg
of beef. How many kilograms of meat did she buy?
b. A kilo of onion costs Php 24.50. How much will 4 kilos cost?
c. Vicky sold 36 kilos of mangoes. If each person bought 1.5 kilos, how
many people bought mangoes?
2. Review
“Arrange Me”
Give strips of paper to the pupils. They have to arrange the jumbled
words to form the steps in solving word problems.
asked what know is given what know are
answer the check the solution show
Number write sentence the
3. Motivation
Have you experienced working to earn money? What was your job?
How much did you earn? Was it easy?
141
1. Presentation
Jun and Richard repaired broken chairs and were paid
Php 240.00. If Jun worked for 2.5 hours and Richard for 3.5
hours, how much were they paid per hour?

c. What are the hidden questions?
d. What operation/s will you use to solve it?
f. How much did Jun and Richard earn per hour? What
characteristics did they portray? In what ways can you show
hardwork and industry?

Group the class into three. Guided by the questions, let them
collaborate with each other to accomplish the task.
Group 1
Grace receives Php 220.50 as school allowance from
her mother. Her aunt gave her an additional Php 183.75. How
much is her daily allowance for 2 weeks?
Group 2
Ruby’s expense for Monday was Php 39.50, Php 62.30
on Tuesday, and Php 56.70 on Wednesday. What was her
average expense per day?
Group 3
There are 18 girls and 17 boys who will equally share
the expenses for a bus trip that costs Php 4,042.50. How
much will each pay?
Guide Questions:
e. What is the number sentence?
f. Solve for the answer and label it.
142
After the presentation of the group, ask:
• How did you find the activity?
• How did you go about the task?
• How did you solve multi-step problem involving addition and
division of decimals?

1. Tina and Rose went to SM City Batangas. They bought 30 yellow
towel and 15 blue towels. They paid ₱ 1,136.25.00 at the cashier. How
much does each towel cost?
2. Basilica Immaculada Concepcion Church’ volunteers had its
outreach program. They collected ₱1,350.00 on Monday and ₱ 1,150.00
on Tuesday which will be equally divided into 10 families. How much will
each family receive?
To solve multi-step routine and non-routine word problems

involving addition and division of decimals, mixed decimals and whole
numbers including money using appropriate problem solving
strategies and tools are:
1. Understand
Know what is asked.
Determine the hidden question.
2. Plan
Determine the operations to be used.
Write the number sentence.
3. Solve
Show the solution.
Check your answer.
State the complete answer.

1. There are 12 churches and 4 amusement parks which will be
renovated in Batangas City. The government allotted ₱ 1, 500,000.00 for
its rehabilitation and maintenance. How much will each receive?
2. Mrs. Beverley Dimacuha and Jose Pastor Foundation donated

₱350,000.00 and ₱150,000, respectively, in a foundation. The
beneficiaries will be 125 families living in the squatter areas in the city and
province of Batangas. How much will each family receive?
143
C. Assessment
Read and analyze the problems, then answer the guide questions.
1. Mang Kanor made 13 balisong on the first day and 17 balisong on

the second. He spent Php 892.75. If he will sell it to the market, how
much will each balisong cost?

b. What are the given?
d. What operation/s will you use?
2. In a sari-sari store, it earned Php 230.25 on Monday, Php 314.00

on Tuesday, Php 213.75 on Wednesday, Php 570.50 on Thursday
and Php 455.75 on Friday. What was the average daily sale?

D. Home Activity
Solve the following problems completely. Label your answers.
1. There are 12 basketball players and 14 volleyball players who will
compete in the City Meet. If the school gave
Php 5,250.00 for their meal allowance, how much will each player get?
2. Lino wants to buy a guitar which costs Php 1,499.75 and piano for
Php 2,300.25. How many days will it take him to acquire the needed money if he
saves Php 50.00 a day?
144
Lesson 36: Solving Multi-step Routine and Non-Routine Problems involving
Division and Multiplication of Decimals
I. Objective: Solve multi-step routine and non-routine problems involving division

and multiplication of decimals mixed decimals, and whole numbers including
money using appropriate problem solving strategies and tools.
Values Integration: Concern for Others
✓ Multiplying and Dividing Decimals
✓ Solving Multi-Step Word Problem

A. Materials: letter cut-outs, activity card
B. References: K to 12 Curriculum Guide M6NS-Ij-120.3

1. Drill – “Pick a Letter”
Group the class into two. Each group will choose a representative. The
representative will pick a letter and answer the corresponding question/equation.
Example: A (78.6 + 8.3)2 = N
B (9 ÷ 1.5) = N
C (0.8 x 1.2) = N
D (30.4 – 12.4) ÷ 3 = N
2. Review – (Think-Pair –Share)

Let the pupils work in pairs. Give them sets of problems to be solved and
tell how many they were able to answer.
1. Aling Nila bought 17.5 kg of carrots, 2.5kg. of cabbage, 6.75 kg. of and
potatoes. How many kilograms of vegetables does she buy in all?
2. Rhina has 11 boxes of crayons. Each box cost Php 11.50. How much
does she spent in all?
3. Ronald has P1,500.00. He will distribute it equally to his nephews. How
much will each get?
4. Jerald earned Php 500.00 in working in a computer shop. He bought a
shirt costs Php 375.50. How much was left to him?
5. Mandy sold 12 cakes on Monday. If each cake cost Php 120.00, how
much does she earn?
3. Motivation
What was the issue/problem/calamity encountered by Batangas City?
How did the people respond to it? How did they help one another?
145
1. Presentation
Barangay Mabini received 150 sacks of rice weighing 50

kilograms each. It will be distributed to 120 families who were
victims of the earthquake. How many kilograms of rice will each
family receive?

f. How many kilograms of rice did each family receive? In times of
earthquake, how can you extend our help to those who are in need? What
should be done or remembered in times of earthquake?

Group the class into 3 and perform the given task.
Group 1
The government donated Php 200,000.00 to the flood victims.
There are 184 families with 4 members each. How much did each
member of the family receive?
Group 2
Mendoza family bought 3 boxes of sardines at Php 1,087.50.
Each box contains 25 pieces. If they will sell it per piece, how much will
it cost?
Group 2
After the calamity, 3 buses came. They were volunteers from
other province who will check on the casualties. They rode in a 60-
seater bus. If they are going to pay for their fare of Php 7,650.50, how
much will each volunteer pay?

Guide Questions:
b. What are the steps in solving multi-step problem involving
multiplication and division?
146
Read and analyze the problem then solve it.
1. it’s my sister’s birthday. Mother and I went to the Old Market. We
bought 5 kilograms of spaghetti pasta for ₱ 620.00. If we decided to add 2
more kilograms and make it 7 kilograms, how much would it be?
2. Rainy season is about to come that’s why I ordered umbrellas

online. I spent ₱ 350.00 for buying 4 red umbrellas. If I’m going to sell 2
umbrellas to my cousin, how much will it cost?
To solve multi-step routine and non-routine word problems

involving multiplication and division of decimals, mixed decimals and
whole numbers including money using appropriate problem solving
strategies and tools are:
1. Understand
Know what is asked.
Determine the hidden question.
2. Plan
Determine the operations to be used.
Write the number sentence.
3. Solve
Show the solution.
Check your answer.
State the complete answer.
6. Applying New and Other Situation

1. Aaron ordered 3 bouquets of flower for his mother. Each
bouquet has 12 red roses. If he paid ₱ 846.00, how much is one rose?
2. Aling Rosing bought 25 yards of abaca cloth. She’ll distribute it

into 5 store owners. If a yard of abaca cloth costs ₱ 125.25, how much
will each store owner pay?
147
C. Assessment
Read and analyze the problem then answer the guide questions.
1. Myra has 12 pieces of 50 peso bill. If she will distribute it equally

to her 5 siblings, how much will each get?

2. Aling Trining bought 25 meters of yellow ribbon. She paid Php

215.50 for it. If she will sell it per meter, how much will a 10-meter
yellow ribbon cost?

D. Home Activity
1. Nene worked in a factory for 20 days. At the end of the month, she received
a salary of Php 1,800.00. How much will be her salary if she works 25 days?
2. First Gen Company donates 250 boxes of milk for school children. Each box
contains 24 pieces of milk. It will be distributed equally to the schools. If there are
8 target schools, how many pieces of milk will each school get?
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Lesson 37: Creating Problem Involving Division Without or With Any of the
Other Operations of Decimals, Mixed Decimals and Whole Numbers
Including Money
I. Objective: Creates problems (with reasonable answers) involving division

without or with any of the other operations of decimals, mixed decimals and
whole numbers including money
Values Integration: Being Physically Fit and Healthy
✓ Dividing of decimals without or with any of the other operations of
decimals, mixed decimals and whole numbers including money
✓ Solving multi-step routine and non-routine problems involving
division and any of the other operations of decimals and whole
numbers including money using appropriate problem solving
A. Materials: strips of colored paper, manila paper, bond paper, pencil,
glue and scissors, pentel pen
B. Reference: K to 12 Grade 6 Curriculum, M6NS-IJ 121.2

1. Drill
1. It was “ Huwebesan Day” at BagongPalengke. Mother woke up
early to buy 11 kg of ripe mangoes for Php 495.00. If she sold a
kilo of mango at Php 60, how much was her profit?
2. The electric bill of Gonzales Family for the month of May was
Php 1920.50 and Php 1615.00 on June. What was their average
cost per day? ( use 1 month= 30 days)
2. Review
Review the different steps in solving word problems ( multi step
routine and non- routine problems) involving division and any of the
other operations of decimals, mixed decimals and whole numbers
including money.
Understand
Plan
Solve
Check and look back
149
3. Motivation
Is it true that health is wealth? Why? What should we do to make our body
physically fit and healthy?
1. Presentation
Vice Mayor Jun Berberabe jogs everyday at the Batangas Sports Complex
to keep his body physically fit and healthy. He took 45 minutes jogging on
Monday, 35.6 minutes on Tuesday, 54.7 minutes on Wednesday, 62 minutes on
Thursday, 45.41 minutes on Friday, 90 minutes on Saturday and 90.15 minutes
on Sunday.
Based on the data given, how will you create problems involving division
without or with any of the other operations of decimals, mixed decimals and
whole numbers including money?

Group the pupils into four. Let the groups work collaboratively on station 1
for group 1, station 2 for group 2 station 3 for group 3 and station 4 for group 4.
Let the group do the gallery walk. Let them present their output.
Example solution:
Vice Mayor Jun Berberabe jogs everyday at the Batangas Sports Complex
to keep his body physically fit and healthy. He took 45 minutes jogging on
Monday, 35.6 minutes on Tuesday, 54.7 minutes on Wednesday, 62 minutes on
Thursday, 45.41 minutes on Friday, 90 minutes on Saturday and 90.15 minutes
on Sunday. What is his average time per day?
Answer and solution

45 + 35.6 + 54.7 + 62 + 45.41 + 90 + 90.15 = N
7
N= 60.41 minutes

Guide Questions:
b. How did you create problems involving division of decimals and whole
numbers?

• Ask the pupils to work on exercises under Keep Moving on LM Math 6
• Check the pupil’s answers. For mastery, have them answer other
exercises on Get Moving on LM 6
150
To create word involving multiplication with addition of

decimals and whole numbers, do the following:
✓ Familiarize yourself with the concept

✓ Think of the problem you want to create
a. Consider the character, setting, data presented, word
problem to be created and the key question.
b. Ensure that word problem is clearly stated and practical.
✓ Try to study word problems and their solutions.

Ask the pupils to answer Apply your Skills in their LM Math 6.
C. Assessment
Create a word problem using the following information. Write your
answer with complete solution.
1 .drops .25 centavo coins in his penny bank
all in all he has Php 150
2. received Php 45 from her mom

bought 6 cookies
3. worked 21.25 DAYS

Received Php 7756.25
4. a kaing containing atis fruits weighs 450.25

grams, each atis weighs 90.05
5. Solomon had Php73.85. He wants to divide

this amount evenly between himself and
four of his friends
D. Home Activity
Remediation
Create a word problem based on this situation below:
Given: 5 guavas, Php 45.50
Problem: ______________________________________
151
Enrichment
Create a realistic problem using the given data below. Write your
solution with complete answer.
Ideal Bazar sold 3 handkerchiefs for Php 56.25

ABC Store sells Php 186.00 per dozen
152

Math 6 DLP - Q1

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Lesson 1: Adding and Subtracting Simple Fractions and Mixed Numbers

Time Frame: Week 1 – Day 1

II. Learning Resources

III. Instructional Procedures

c. Activity 3 – Cooperative Work

a.)1/3 + 1/5 c) 1 2/4 + 3/5 + 1/5

a.) 3 1/3 + ½ c) 2 ½ + 3 1/12 +4 ¼

3. Processing the Activities

6. Applying the New and Other Situation

Time Frame: Week 1 – Day 2

II. Learning Resources

III. Instructional Procedures

b. Activity 2 – Problem Opener with the Whole Class

2. Performing the Activities

3. Processing the activity

4. Reinforcing the Concept and Skills

Find the difference / sum .Reduce the answer to simplest form.

5. Summarizing the Lesson

To add or subtract similar fractions add or subtract the numerators. Place

Find the difference

A. Complete the blanks by finding the sum of the adjacent fractions.

Time Frame: Week 1 – Day 3

I. Objectives :Solve routine and non - routine problems involving addition of

II. Learning Resources

III. Instructional Procedure

hours, and finally reached their destination.

3. Processing the Activity

• Let the groups present their outputs.

1. Reinforcing the Concept and Skills

Ingredients for a Pastry Recipe

Answer the questions:

1) What is the total amount of ingredients?

We use the 4 – step plan in solving the problem

6. Applying to New and Other Situations

Solve the following:

Direction: Analyze and Solve

Time Frame: Week 1 –Day 4

I. Objective: Solve routine and non - routine problems involving subtraction

II. Learning Resources

III. Instructional Procedure

Arrange the jumbled letters

Arrange the jumbled letters to form words needed to solve the

Strategy by Drawing Method

Plan: Determine the operation to be used: Subtraction

Write the number sentence

Solve: Show your solution

3 /4 dissimilar fraction 3 / 4 = 9/12 similar fraction

Check and Look Back:

Area planted 2/4

Remaining area to be planted 1/ 4

3. Processing the Activities

What about problem B?

The first problem is an example of the routine problem.

4. Reinforcing the Concept Skill

To solve routine and non-routine word problems involving

Check and Look Back

Non routine problems ca be solved without a standard procedure.

6. Applying to a New and Other Situations

Solve the problems

1. Mayor Beverly Dimacuha went to the grocery store to buy 4 kg of

Solve the problems

1. Kimberly helped her mother to prepare breakfast. Mother brought kg of

Time Frame: Week 1 – Day 5